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Horowitz-Kraus T, Dudley J, Rosch K, Fotang J, Farah R. Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia. Brain Res 2024; 1834:148891. [PMID: 38554796 DOI: 10.1016/j.brainres.2024.148891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Revised: 03/14/2024] [Accepted: 03/26/2024] [Indexed: 04/02/2024]
Abstract
The traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive functions, with notably decreased performance in children with dyslexia. In the current study, we compared cortical thickness and sulcal depth (CT/SD) in the cingulo-opercular (CO) executive functions brain network in children with dyslexia and typical readers and examined associations with word vs. contextual reading fluency. Overall, CT was lower in insular regions and higher in parietal and caudal anterior cingulate cortex regions in children with dyslexia. Children with dyslexia showed positive correlations between word reading fluency and CT/SD in insular regions, whereas no significant correlations were observed in typical readers. For sentence reading fluency, negative correlations with CT/SD were found in insular regions in children with dyslexia, while positive correlations with SD were found in insular regions in typical readers. These results demonstrate the differential relations between word and sentence reading fluency and anatomical circuitry supporting executive functions in children with dyslexia vs. typical readers. It also suggests that word and sentence reading fluency, relate to morphology of executive function-related regions in children with dyslexia, whereas in typical readers, only sentence reading fluency relates to morphology of executive function regions. The results also highlight the role of the insula within the CO network in reading fluency. Here we suggest that word and sentence reading fluency are distinct components of reading that should each be included in the Simple View of Reading traditional model.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion; Faculty of Biomedical Engineering, Technion; Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, OH, USA
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA
| | | | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion; Faculty of Biomedical Engineering, Technion
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2
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Horowitz-Kraus T, Rosch KS, Mostofsky SH, Schlaggar BL. A reply to the commentary "Deepening temporal cues in reading manipulations for dyslexia: A commentary on Horowitz-Kraus et al.". Cortex 2024; 174:256-259. [PMID: 38570255 DOI: 10.1016/j.cortex.2024.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Revised: 02/29/2024] [Accepted: 03/18/2024] [Indexed: 04/05/2024]
Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel; Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Keri S Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Stewart H Mostofsky
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA; Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA; Department of Paediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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3
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Farah R, Dworetsky A, Coalson RS, Petersen SE, Schlaggar BL, Rosch KS, Horowitz-Kraus T. An executive-functions-based reading training enhances sensory-motor systems integration during reading fluency in children with dyslexia. Cereb Cortex 2024; 34:bhae166. [PMID: 38664864 PMCID: PMC11045473 DOI: 10.1093/cercor/bhae166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 03/25/2024] [Accepted: 03/27/2024] [Indexed: 04/28/2024] Open
Abstract
The Simple View of Reading model suggests that intact language processing and word decoding lead to proficient reading comprehension, with recent studies pointing at executive functions as an important component contributing to reading proficiency. Here, we aimed to determine the underlying mechanism(s) for these changes. Participants include 120 8- to 12-year-old children (n = 55 with dyslexia, n = 65 typical readers) trained on an executive functions-based reading program, including pre/postfunctional MRI and behavioral data collection. Across groups, improved word reading was related to stronger functional connections within executive functions and sensory networks. In children with dyslexia, faster and more accurate word reading was related to stronger functional connections within and between sensory networks. These results suggest greater synchronization of brain systems after the intervention, consistent with the "neural noise" hypothesis in children with dyslexia and support the consideration of including executive functions as part of the Simple View of Reading model.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Faculty of Biomedical Engineering, Technion, Haifa, 3200003, Israel
| | - Ally Dworetsky
- Neurology and Radiology at Washington University Medical School, St Louis, MO, United States
| | - Rebecca S Coalson
- Neurology and Radiology at Washington University Medical School, St Louis, MO, United States
| | - Steven E Petersen
- Department of Neurology, Washington University Medical School, 1 Brookings Dr, St. Louis, MO 63130, United States
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, 707 North Broadway Baltimore, MD 21205, United States
- Departments of Neurology and Pediatrics, Johns Hopkins University School of Medicine, 1800 Orleans St Baltimore, MD 21287, United States
| | - Keri S Rosch
- Kennedy Krieger Institute, 707 North Broadway Baltimore, MD 21205, United States
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 1800 Orleans St Baltimore, MD 21287, United States
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Faculty of Biomedical Engineering, Technion, Haifa, 3200003, Israel
- Kennedy Krieger Institute, 707 North Broadway Baltimore, MD 21205, United States
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 1800 Orleans St Baltimore, MD 21287, United States
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Taran N, Farah R, Gashri C, Gitman E, Rosch K, Schlaggar BL, Horowitz-Kraus T. Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks. Netw Neurosci 2023; 7:1452-1482. [PMID: 38144685 PMCID: PMC10727775 DOI: 10.1162/netn_a_00335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Accepted: 08/17/2023] [Indexed: 12/26/2023] Open
Abstract
The aim of this study was to determine the effect of a computerized executive functions (EFs)-based reading intervention on neural circuits supporting EFs and visual attention. Seed-to-voxel functional connectivity analysis was conducted focusing on large-scale attention system brain networks, during an fMRI reading fluency task. Participants were 8- to 12-year-old English-speaking children with dyslexia (n = 43) and typical readers (n = 36) trained on an EFs-based reading training (n = 40) versus math training (n = 39). Training duration was 8 weeks. After the EFs-based reading intervention, children with dyslexia improved their scores in reading rate and visual attention (compared to math intervention). Neurobiologically, children with dyslexia displayed an increase in functional connectivity strength after the intervention between the cingulo-opercular network and occipital and precentral regions. Noteworthy, the functional connectivity indices between these brain regions showed a positive correlation with speed of processing and visual attention scores in both pretest and posttest. The results suggest that reading improvement following an EFs-based reading intervention involves neuroplastic connectivity changes in brain areas related to EFs and primary visual processing in children with dyslexia. Our results highlight the need for training underlying cognitive abilities supporting reading, such as EFs and visual attention, in order to enhance reading abilities in dyslexia.
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Affiliation(s)
- Nikolay Taran
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Carmel Gashri
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Ester Gitman
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Bradley L. Schlaggar
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Horowitz-Kraus T, Rosch K, Fotang J, Mostofsky SH, Schlaggar BL, Pekar J, Taran N, Farah R. Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading and better speed of processing in children with dyslexia. Cortex 2023; 168:62-75. [PMID: 37660660 DOI: 10.1016/j.cortex.2023.07.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 06/02/2023] [Accepted: 07/26/2023] [Indexed: 09/05/2023]
Abstract
The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and auditory (phonological processing) network synchrony in dyslexic readers. The weaker visual-auditory network synchronization is suggested to contribute to slow processing speed, which supports cognitive control, contributing to single-word reading difficulty and lower reading fluency. The current study aims to determine the neurobiological signature for this theory and to examine if prompting enhanced reading speed through deleted text is associated with a greater synchronization of functional connectivity of the visual and auditory networks in children with dyslexia and typical readers (TRs). We further aimed to determine if the change in visual-auditory connectivity prompted by deleted text is associated with reading fluency and processing speed abilities. Nineteen children with dyslexia and 21 typical readers ages 8-12 years old participated in a fMRI under two types of reading conditions: a still text condition and deleted text condition, in which letters was sequentially deleted from the screen. Effects of diagnostic group and condition on functional connectivity (FC) of visual and auditory networks were examined. Results revealed a significant overall effect of condition with a marginally significant Group × Condition interaction, such that as compared with TRs, children with dyslexia showed a significantly greater increase in visual-auditory FC between the still and deleted text conditions. Additionally, for children with dyslexia, this FC increase was significantly correlated with better reading fluency and verbal/nonverbal processing speed. These results support a relationship between the synchronization of the visual and auditory networks, fluent reading and increased speed of processing abilities in children with dyslexia, which can help guide fluency-based intervention strategies.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel; Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Stewart H Mostofsky
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA; Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - James Pekar
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Nikolay Taran
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel
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6
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Capodieci A, Ruffini C, Frascari A, Rivella C, Bombonato C, Giaccherini S, Scali V, Luccherino L, Viterbori P, Traverso L, Usai MC, Marzocchi GM, Pecini C. Executive functions in children with specific learning disorders: Shedding light on a complex profile through teleassessment. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 142:104621. [PMID: 37898060 DOI: 10.1016/j.ridd.2023.104621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 09/16/2023] [Accepted: 10/18/2023] [Indexed: 10/30/2023]
Abstract
Executive Functions (EFs) are high-order cognitive processes relevant to learning and adaptation and frequently impaired in children with specific learning disorders (SLDs). This study aimed to investigate EFs in children with SLD and explore the role of specific EF-related subprocesses, such as stimuli processing and processing speed. Fifty-seven SLD and 114 typically developing (TD) children, matched for gender and age, completed four tasks measuring response inhibition, interference control, shifting, and updating on a web-based teleassessment platform. The results show that SLD children performed lower in all EF tasks than TD children, regardless of stimulus type and condition. Mediation analyses suggested that differences between the SLD and TD groups are mediated by EF-related subprocesses, offering an interpretative model of EF deficits in children with SLD.
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Affiliation(s)
- Agnese Capodieci
- FORLILPSI, Università degli Studi di Firenze, Via Laura, 48, 50121 Firenze, Italy
| | - Costanza Ruffini
- FORLILPSI, Università degli Studi di Firenze, Via Laura, 48, 50121 Firenze, Italy
| | - Andrea Frascari
- Anastasis Società Cooperativa Sociale, Via Giovanni Amendola, 12, 40121 Bologna, Italy
| | - Carlotta Rivella
- DiSFor, Università degli Studi di Genova, Corso Andrea Podesta', 2, 16121 Genova, Italy
| | - Clara Bombonato
- NEUROFARBA, Università degli Studi di Firenze, Viale Gaetano Pieraccini, 6, 50139 Firenze, Italy
| | | | - Valentina Scali
- Azienda USL Toscana Sudest, Via Curtatone, 54, Arezzo, Italy
| | | | - Paola Viterbori
- DiSFor, Università degli Studi di Genova, Corso Andrea Podesta', 2, 16121 Genova, Italy
| | - Laura Traverso
- DiSFor, Università degli Studi di Genova, Corso Andrea Podesta', 2, 16121 Genova, Italy
| | - Maria Carmen Usai
- DiSFor, Università degli Studi di Genova, Corso Andrea Podesta', 2, 16121 Genova, Italy.
| | - Gian Marco Marzocchi
- Dipartimento di Psicologia, Università degli Studi di Milano-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milano, Italy
| | - Chiara Pecini
- FORLILPSI, Università degli Studi di Firenze, Via Laura, 48, 50121 Firenze, Italy
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Braid J, Richlan F. The Functional Neuroanatomy of Reading Intervention. Front Neurosci 2022; 16:921931. [PMID: 35784836 PMCID: PMC9243375 DOI: 10.3389/fnins.2022.921931] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2022] [Accepted: 05/31/2022] [Indexed: 11/29/2022] Open
Abstract
The present article reviews the literature on the brain mechanisms underlying reading improvements following behavioral intervention for reading disability. This includes evidence of neuroplasticity concerning functional brain activation, brain structure, and brain connectivity related to reading intervention. Consequently, the functional neuroanatomy of reading intervention is compared to the existing literature on neurocognitive models and brain abnormalities associated with reading disability. A particular focus is on the left hemisphere reading network including left occipito-temporal, temporo-parietal, and inferior frontal language regions. In addition, potential normalization/compensation mechanisms involving right hemisphere cortical regions, as well as bilateral sub-cortical and cerebellar regions are taken into account. The comparison of the brain systems associated with reading intervention and the brain systems associated with reading disability enhances our understanding of the neurobiological basis of typical and atypical reading development. All in all, however, there is a lack of sufficient evidence regarding rehabilitative brain mechanisms in reading disability, which we discuss in this review.
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8
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Meisler SL, Gabrieli JDE. A Large-Scale Investigation of White Matter Microstructural Associations with Reading Ability. Neuroimage 2022; 249:118909. [PMID: 35033675 PMCID: PMC8919267 DOI: 10.1016/j.neuroimage.2022.118909] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 01/05/2022] [Accepted: 01/12/2022] [Indexed: 01/18/2023] Open
Abstract
Reading involves the functioning of a widely distributed brain network,
and white matter tracts are responsible for transmitting information between
constituent network nodes. Several studies have analyzed fiber bundle
microstructural properties to shed insights into the neural basis of reading
abilities and disabilities. Findings have been inconsistent, potentially due to
small sample sizes and varying methodology. To address this, we analyzed a large
data set of 686 children ages 5–18 using state-of-the-art neuroimaging
acquisitions and processing techniques. We searched for associations between
fractional anisotropy (FA) and single-word and single-nonword reading skills in
children with diverse reading abilities across multiple tracts previously
thought to contribute to reading. We also looked for group differences in tract
FA between typically reading children and children with reading disabilities. FA
of the white matter increased with age across all participants. There were no
significant correlations between overall reading abilities and tract FAs across
all children, and no significant group differences in tract FA between children
with and without reading disabilities. There were associations between FA and
nonword reading ability in older children (ages 9 and above). Higher FA in the
right superior longitudinal fasciculus (SLF) and left inferior cerebellar
peduncle (ICP) correlated with better nonword reading skills. These results
suggest that letter-sound correspondence skills, as measured by nonword reading,
are associated with greater white matter coherence among older children in these
two tracts, as indexed by higher FA.
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Affiliation(s)
- Steven L Meisler
- Program in Speech and Hearing Bioscience and Technology, Harvard University, 43 Vassar Street, Bldg. 46, Room 4033 Cambridge, MA, 02139, USA.
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Bldg. 46, Room 4033 Cambridge, MA, 02139, USA.
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Taran N, Farah R, DiFrancesco M, Altaye M, Vannest J, Holland S, Rosch K, Schlaggar BL, Horowitz-Kraus T. The role of visual attention in dyslexia: Behavioral and neurobiological evidence. Hum Brain Mapp 2022; 43:1720-1737. [PMID: 34981603 PMCID: PMC8886655 DOI: 10.1002/hbm.25753] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 11/23/2021] [Accepted: 11/28/2021] [Indexed: 01/02/2023] Open
Abstract
Poor phonological processing has typically been considered the main cause of dyslexia. However, visuo‐attentional processing abnormalities have been described as well. The goal of the present study was to determine the involvement of visual attention during fluent reading in children with dyslexia and typical readers. Here, 75 children (8–12 years old; 36 typical readers, 39 children with dyslexia) completed cognitive and reading assessments. Neuroimaging data were acquired while children performed a fluent reading task with (a) a condition where the text remained on the screen (Still) versus (b) a condition in which the letters were being deleted (Deleted). Cognitive assessment data analysis revealed that visual attention, executive functions, and phonological awareness significantly contributed to reading comprehension in both groups. A seed‐to‐voxel functional connectivity analysis was performed on the fluency functional magnetic resonance imaging task. Typical readers showed greater functional connectivity between the dorsal attention network and the left angular gyrus while performing the Still and Deleted reading tasks versus children with dyslexia. Higher connectivity values were associated with higher reading comprehension. The control group showed increased functional connectivity between the ventral attention network and the fronto‐parietal network during the Deleted text condition (compared with the Still condition). Children with dyslexia did not display this pattern. The results suggest that the synchronized activity of executive, visual attention, and reading‐related networks is a pattern of functional integration which children with dyslexia fail to achieve. The present evidence points toward a critical role of visual attention in dyslexia.
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Affiliation(s)
- Nikolay Taran
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Mark DiFrancesco
- Imaging Research Center, Department of Radiology, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Mekibib Altaye
- Imaging Research Center, Department of Radiology, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Jennifer Vannest
- Imaging Research Center, Department of Radiology, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | | | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, Maryland, USA
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, Baltimore, Maryland, USA.,Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA.,Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel.,Kennedy Krieger Institute, Baltimore, Maryland, USA.,Department of Behavioral Sciences and Pediatrics, Johns Hopkins University School of Medicine. School of Medicine, Baltimore, Maryland, USA
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10
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Perazzo D, Moore R, Kasparian NA, Rodts M, Horowitz-Kraus T, Crosby L, Turpin B, Beck AF, Hutton J. Chronic pediatric diseases and risk for reading difficulties: a narrative review with recommendations. Pediatr Res 2022; 92:966-978. [PMID: 35121848 PMCID: PMC9586865 DOI: 10.1038/s41390-022-01934-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 11/02/2021] [Accepted: 12/13/2021] [Indexed: 12/03/2022]
Abstract
Literacy is a major social determinant of health, rooted in skills that develop during early childhood. Children arriving at kindergarten unprepared to learn to read are more likely to have low reading proficiency thereafter. General and health literacy are highly correlated, affecting understanding of health conditions, treatment adherence, and transition to self-care and adult healthcare services. The American Academy of Pediatrics (AAP) recommends literacy and school readiness promotion during well-visits and neurodevelopmental surveillance is emphasized across primary and subspecialty care. While genetic and environmental risk factors for reading difficulties are well-established, risks related to complex and chronic medical conditions are less appreciated and under-researched. This review applies an eco-bio-developmental framework to explore literacy across five complex chronic conditions affecting millions of children worldwide: asthma, cancer, congenital heart disease, epilepsy, and sickle cell disease. In each, integration of an efficient reading brain network may be impacted by direct factors, such as ischemia, anesthesia, and/or medications, and also indirect factors, such as altered parent-child routines, hospital stays, and missed school. By integrating literacy into care management plans for affected children, pediatric primary care and specialty providers are poised to identify risks early, target guidance and interventions, and improve academic and health outcomes. IMPACT: While genetic and environmental risk factors for reading difficulties are well-established, risks related to complex and/or chronic medical conditions such as asthma, cancer, congenital heart disease, epilepsy, and sickle cell disease are substantial, less appreciated, and under-researched. General and health literacy are highly correlated, with implications for the understanding one's health condition, treatment adherence, and transitioning to self-care, which is especially important for children with complex and/or chronic illness. Pediatric primary care and specialty providers are poised to integrate reading and literacy into care management plans for children with complex and/or chronic illness, including early screening, guidance, support, and interventions.
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Affiliation(s)
- Donna Perazzo
- grid.24827.3b0000 0001 2179 9593Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Ryan Moore
- grid.24827.3b0000 0001 2179 9593The Heart Institute, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Nadine A. Kasparian
- grid.24827.3b0000 0001 2179 9593The Heart Institute, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA ,grid.24827.3b0000 0001 2179 9593Center for Heart Disease and Mental Health, Heart Institute and Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Megan Rodts
- grid.24827.3b0000 0001 2179 9593The Heart Institute, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Tzipi Horowitz-Kraus
- grid.24827.3b0000 0001 2179 9593Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA ,grid.24827.3b0000 0001 2179 9593Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA ,grid.6451.60000000121102151Educational Neuroimaging Center, Faculty of Education in Science and Technology and Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Lori Crosby
- grid.24827.3b0000 0001 2179 9593Center for Clinical and Translational Science and Training and Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Brian Turpin
- grid.24827.3b0000 0001 2179 9593Division of Oncology, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Andrew F. Beck
- grid.24827.3b0000 0001 2179 9593Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA ,grid.24827.3b0000 0001 2179 9593Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - John Hutton
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA. .,Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
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Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention. Neurosci Biobehav Rev 2021; 132:465-494. [PMID: 34856223 DOI: 10.1016/j.neubiorev.2021.11.011] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Revised: 11/05/2021] [Accepted: 11/08/2021] [Indexed: 11/22/2022]
Abstract
Behavioral research supports the efficacy of intervention for reading disability, but the brain mechanisms underlying improvement in reading are not well understood. Here, we review 39 neuroimaging studies of reading intervention to characterize links between reading improvement and changes in the brain. We report evidence of changes in activation, connectivity, and structure within the reading network, and right hemisphere, frontal and sub-cortical regions. Our meta-analysis of changes in brain activation from pre- to post- reading intervention in eight studies did not yield any significant effects. Methodological heterogeneity among studies may contribute to the lack of significant meta-analytic findings. Based on our qualitative synthesis, we propose that brain changes in response to intervention should be considered in terms of interactions among distributed cognitive, linguistic and sensory systems, rather than via a "normalized" vs. "compensatory" dichotomy. Further empirical research is needed to identify effects of moderating factors such as features of intervention programs, neuroimaging tasks, and individual differences among participants.
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12
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Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers. Child Psychiatry Hum Dev 2021; 52:681-692. [PMID: 32886231 PMCID: PMC7930153 DOI: 10.1007/s10578-020-01053-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/27/2020] [Indexed: 10/23/2022]
Abstract
An adverse relationship between screen exposure time and brain functional/structural connectivity was reported in typically developing children, specifically related to neurobiological correlates of reading ability. As children with reading difficulties (RD) suffer from impairments in reading and executive functions (EF), we sought to determine the association between the ratio of screen time duration to reading time duration and functional connectivity of EF networks to the entire brain in children with RD compared to typical readers (TRs) using resting state data. Screen/reading time ratio was related to reduced reading and EF abilities. A larger screen/reading time ratio was correlated with increased functional connectivity between the salience network and frontal-EF regions in children with RD compared to TRs. We suggest that whereas greater screen/reading time ratio is related to excessive stimulation of the visual processing system in TRs, it may be related to decreased efficiency of the cognitive control system in RDs.
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13
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Cecil KM, Brunst KJ, Horowitz-Kraus T. Greater reading gain following intervention is associated with low magnetic resonance spectroscopy derived concentrations in the anterior cingulate cortex in children with dyslexia. Brain Res 2021; 1759:147386. [PMID: 33631208 PMCID: PMC7980091 DOI: 10.1016/j.brainres.2021.147386] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Revised: 02/15/2021] [Accepted: 02/16/2021] [Indexed: 10/22/2022]
Abstract
BACKGROUND/OBJECTIVE The "neural noise" hypothesis suggests that individuals with dyslexia have high glutamate concentrations associated with their reading challenges. Different reading intervention programs have showed low GLX (a combined measure for glutamine and glutamate obtained with in vivo magnetic resonance spectroscopy) in association with reading improvement. Several studies demonstrated improved reading and increased activation in the anterior cingulate cortex following an-executive-function (EF)-based reading intervention. The goals of the current study are two-fold: 1) to determine if the effect of the EF-based reading program extends also to the metabolite concentrations and in particular, on the GLX concentrations in the anterior cingulate cortex; 2) to expand the neural noise hypothesis in dyslexia also to neural networks supporting additional parts of the reading networks, i.e. in specific regions related to executive function skills. METHODS Children with dyslexia and typical readers were trained on the EF-based reading program. Reading ability was assessed before and after training while spectroscopy data was obtained at the end of the program. The association between change in reading scores following intervention and GLX concentrations was examined. RESULTS Greater "gains" in word reading were associated with low GLX, Glu, Cr, and NAA concentrations for children with dyslexia compared to typical readers. CONCLUSIONS These results suggest that the improvement reported following the EF-based reading intervention program also involved a low GLX concentration, as well as additional metabolites previously associated with better reading ability (Glx, Cr, NAA) which may point at the decreased neural noise, especially in the anterior cingulate cortex, as a possible mechanism for the effect of this program.
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Affiliation(s)
- Kim M Cecil
- Department of Environmental and Public Health Sciences, University of Cincinnati College of Medicine, United States; Imaging Research Center, Cincinnati Children's Hospital Medical Center, United States; Department of Radiology, University of Cincinnati College of Medicine, United States
| | - Kelly J Brunst
- Department of Environmental and Public Health Sciences, University of Cincinnati College of Medicine, United States
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technicon Israel Institution of Technology, Israel; Reading and Literacy Discovery Center, United States; Division of General and Community Pediatrics, Department of Pediatrics, University of Cincinnati College of Medicine, United States.
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14
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Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples. Behav Res Methods 2021; 53:1954-1972. [PMID: 33694077 PMCID: PMC8516770 DOI: 10.3758/s13428-021-01549-x] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/20/2021] [Indexed: 11/08/2022]
Abstract
Poor response to treatment is a defining characteristic of reading disorder. In the present systematic review and meta-analysis, we found that the overall average effect size for treatment efficacy was modest, with a mean standardized difference of 0.38. Small true effects, combined with the difficulty to recruit large samples, seriously challenge researchers planning to test treatment efficacy in dyslexia and potentially in other learning disorders. Nonetheless, most published studies claim effectiveness, generally based on liberal use of multiple testing. This inflates the risk that most statistically significant results are associated with overestimated effect sizes. To enhance power, we propose the strategic use of repeated measurements with mixed-effects modelling. This novel approach would enable us to estimate both individual parameters and population-level effects more reliably. We suggest assessing a reading outcome not once, but three times, at pre-treatment and three times at post-treatment. Such design would require only modest additional efforts compared to current practices. Based on this, we performed ad hoc a priori design analyses via simulation studies. Results showed that using the novel design may allow one to reach adequate power even with low sample sizes of 30–40 participants (i.e., 15–20 participants per group) for a typical effect size of d = 0.38. Nonetheless, more conservative assumptions are warranted for various reasons, including a high risk of publication bias in the extant literature. Our considerations can be extended to intervention studies of other types of neurodevelopmental disorders.
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15
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Nachshon O, Farah R, Horowitz-Kraus T. Decreased Functional Connectivity Between the Left Amygdala and Frontal Regions Interferes With Reading, Emotional, and Executive Functions in Children With Reading Difficulties. Front Hum Neurosci 2020; 14:104. [PMID: 32410968 PMCID: PMC7198704 DOI: 10.3389/fnhum.2020.00104] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2019] [Accepted: 03/09/2020] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Dyslexia is a reading disorder characterized by significant difficulty in reading, as well as reports of altered executive functions (EF). Children with reading difficulties (RD) experience a broad range of social and emotional problems. Recently it was suggested that children with RD have altered functional connections within the amygdala, which is related to emotional processing. Altered brain laterality related to reading was previously reported in children with RD. Hence, we sought to determine the differences in functional connectivity between the right and left emotional network as related to emotional challenges and the other reported difficulties in reading and EF in children with RD compared to typical readers. METHODS Sixty-four 8 to 12 year old children, 27 children with RD and 37 age-matched typical readers, participated in the study. Reading, emotional, and EF abilities were assessed. Global efficiency of the emotional network was calculated and compared between the groups, and left vs. right functional connectivity of the amygdala was tested using the CONN toolbox. Functional connectivity measures were then associated with measures of reading, emotional, and EF abilities. RESULTS Children with RD showed significantly decreased emotional and EF abilities compared to typical readers. A negative correlation between reading, emotional, and EF abilities was determined in both groups. Neuroimaging results showed decreased global efficiency measures within the emotional network in children with RD, who also showed lower functional connectivity between the amygdala and the left and right frontal pole regions. Results also indicated increased functional connectivity of the right vs. left amygdala with left and right pre-central and post-central gyri regions, which were related to decreased reading, emotional, and EF abilities in both typical readers and children with RD. CONCLUSION The positive relationship between EF and emotional abilities in children with RD strengthens the relationship between EF difficulties and emotional stress, which in turn may lower EF abilities (monitoring, inhibition, and attention) as well as decreased reading abilities. The emotional challenges in children with RD were associated with decreased functional connectivity of the left amygdala with pre/post central gyrus and cognitive-control regions. These findings suggest that although the right hemisphere is thought to be related to emotional stress, it was the decreased control of the left hemisphere that was related to emotional disturbance in children with RD.
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Affiliation(s)
- Ohad Nachshon
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
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16
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Franceschini S, Lulli M, Bertoni S, Gori S, Angrilli A, Mancarella M, Puccio G, Facoetti A. Caffeine improves text reading and global perception. J Psychopharmacol 2020; 34:315-325. [PMID: 31578918 DOI: 10.1177/0269881119878178] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
BACKGROUND Reading is a unique human skill. Several brain networks involved in this complex skill mainly involve the left hemisphere language areas. Nevertheless, nonlinguistic networks found in the right hemisphere also seem to be involved in sentence and text reading. These areas do not deal with phonological information, but are involved in verbal and nonverbal pattern information processing. The right hemisphere is responsible for global processing of a scene, which is needed for developing reading skills. AIMS Caffeine seems to affect global pattern processing specifically. Consequently, our aim was to discover if it could enhance text reading skill. METHODS In two mechanistic studies (n=24 and n=53), we tested several reading skills, global and local perception, alerting, spatial attention and executive functions, as well as rapid automatised naming and phonological memory, using a double-blind, within-subjects, repeated-measures design in typical young adult readers. RESULTS A single dose of 200 mg caffeine improved global processing, without any effect on local information processing, alerting, spatial attention and executive or phonological functions. This improvement in global processing was accompanied by faster text reading speed of meaningful sentences, whereas single word/pseudoword or pseudoword text reading abilities were not affected. These effects of caffeine on reading ability were enhanced by mild sleep deprivation. CONCLUSIONS These findings show that a small quantity of caffeine could improve global processing and text reading skills in adults.
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Affiliation(s)
- Sandro Franceschini
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy
| | - Matteo Lulli
- Department of Experimental and Clinical Biomedical Sciences 'Mario Serio', University of Florence, Florence, Italy
| | - Sara Bertoni
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
| | - Alessandro Angrilli
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy
| | - Martina Mancarella
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy
| | - Giovanna Puccio
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy
| | - Andrea Facoetti
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy
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Meiri R, Levinson O, Horowitz-Kraus T. Altered association between executive functions and reading and math fluency tasks in children with reading difficulties compared with typical readers. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:267-283. [PMID: 31298465 PMCID: PMC6677596 DOI: 10.1002/dys.1624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Revised: 03/13/2019] [Accepted: 05/16/2019] [Indexed: 06/10/2023]
Abstract
Fluent reading in children relies on executive functions (EF). Recent research suggests that EF skills also affect arithmetic abilities. Children with reading difficulties (RD) experience deficits in EF. It is still unknown to what extent these EF deficits are the basis for both reading and arithmetic skills in children with RD compared with typical readers. To define the role of EF in reading and arithmetic in children with RD and typical readers, EF measures and reading and arithmetic fluency and non-fluency measures were assessed in 8 to 12-year-old children with RD and age-matched typical readers. Comparison and correlation analyses were performed within and between the two groups. Children with RD scored lower on reading and arithmetic fluency and non-fluency tasks compared with typical readers. For both groups, fluency measures were lower than non-fluency measures. Strong correlations were found within the entire study population between fluency measures and EF, as well as between non-fluency measures and EF compared with mixed correlations observed for the groups separately. Fluency was related to subcomponents of EF expressed in both reading and arithmetic domains for the two groups. The role of each domain and comparison with non-fluency results for each group are discussed.
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Affiliation(s)
- Raya Meiri
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Technion, Haifa, Israel
| | - Ophir Levinson
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Technion, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Technion, Haifa, Israel
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18
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Levinson O, Hershey A, Farah R, Horowitz-Kraus T. Altered Functional Connectivity of the Executive Functions Network During a Stroop Task in Children with Reading Difficulties. Brain Connect 2019; 8:516-525. [PMID: 30289278 DOI: 10.1089/brain.2018.0595] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Children with reading difficulties (RDs) often receive related accommodations in schools, such as additional time for examinations and reading aloud written material. Existing data suggest that these readers share challenges in executive functions (EFs). Our study was designed to determine whether children with RDs have specific challenges in EFs and define neurobiological signatures for such difficulties using magnetic resonance imaging (MRI) data. Reading and EFs abilities were assessed in 8-12-year-old children with RDs and age-matched typical readers. Functional MRI data were acquired during a Stroop task, and functional connectivity of the EFs defined network was calculated in both groups and related to reading ability. Children with RDs showed lower reading and EFs abilities and demonstrated greater functional connectivity between the EFs network and visual, language, and cognitive control regions during the Stroop task, compared to typical readers. Our results suggest that children with RDs utilize neural circuits supporting EFs more so than do typical readers to perform a cognitive task. These results also provide a neurobiological explanation for the challenges in EFs shared by children with RDs and explain challenges this group shares outside of the reading domain.
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Affiliation(s)
- Ophir Levinson
- 1 Faculty of Education in Science and Technology, Educational Neuroimaging Center , Technion, Haifa, Israel
| | - Alexander Hershey
- 2 Pediatric Neuroimaging Research Consortium, Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center , Cincinnati, Ohio
| | - Rola Farah
- 1 Faculty of Education in Science and Technology, Educational Neuroimaging Center , Technion, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- 1 Faculty of Education in Science and Technology, Educational Neuroimaging Center , Technion, Haifa, Israel .,2 Pediatric Neuroimaging Research Consortium, Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center , Cincinnati, Ohio
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19
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Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. Neurosci Biobehav Rev 2019; 100:58-76. [DOI: 10.1016/j.neubiorev.2019.02.015] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2018] [Revised: 12/10/2018] [Accepted: 02/19/2019] [Indexed: 11/21/2022]
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20
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Horowitz-Kraus T, Hershey A, Kay B, DiFrancesco M. Differential effect of reading training on functional connectivity in children with reading difficulties with and without ADHD comorbidity. JOURNAL OF NEUROLINGUISTICS 2019; 49:93-108. [PMID: 31530970 PMCID: PMC6748395 DOI: 10.1016/j.jneuroling.2018.09.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
A comorbidity of attention deficit hyperactivity disorder (ADHD) with reading difficulties (RD) is common in children. However, children with ADHD+RD have a different reading and executive functions (EF) profile than children with RD alone. We compared the effect of an EF-based intervention on neural circuits related to EF in children with RD and those with ADHD+RD. Functional connectivity MRI data from a lexical decision task suggest that the RD-alone group showed greater improvement in EF and reading tests and greater functional connectivity between networks related to both higher-and lower-level visual processing and those related to ventral attention and dorsal attention, as well as semantic processing. Children with ADHD+RD showed greater connectivity between networks related to attention and dorsal attention and those related to visual processing and EF. Results are consistent with the Cognitive Subtype hypothesis and suggest that RD and ADHD+RD, although related behaviourally, are distinct disorders with regard to network response and connectivity during reading and after an EF-based intervention.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Reading and
Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center,
3333 Burnett Avenue, Cincinnati, Ohio, United States, 45229
| | - Alexander Hershey
- Pediatric Neuroimaging Research Consortium, Reading and
Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center,
3333 Burnett Avenue, Cincinnati, Ohio, United States, 45229
| | - Benjamin Kay
- Pediatric Neuroimaging Research Consortium, Reading and
Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center,
3333 Burnett Avenue, Cincinnati, Ohio, United States, 45229
| | - Mark DiFrancesco
- Pediatric Neuroimaging Research Consortium, Reading and
Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center,
3333 Burnett Avenue, Cincinnati, Ohio, United States, 45229
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Horowitz-Kraus T, Brunst KJ, Cecil KM. Children With Dyslexia and Typical Readers: Sex-Based Choline Differences Revealed Using Proton Magnetic Resonance Spectroscopy Acquired Within Anterior Cingulate Cortex. Front Hum Neurosci 2018; 12:466. [PMID: 30532701 PMCID: PMC6265437 DOI: 10.3389/fnhum.2018.00466] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 11/05/2018] [Indexed: 11/13/2022] Open
Abstract
Children with dyslexia exhibit slow and inaccurate reading, as well as problems in executive functions. Decreased signal activation in brain regions related to visual processing and executive functions has been observed with functional magnetic resonance imaging with reports of sex differences in brain patterns for visual processing regions. However, the underlying neurochemistry associated with deficits in executive functions for children with dyslexia has not been thoroughly evaluated. Reading ability and executive functions were assessed in fifty-three children [ages 8-12 years old, dyslexia (n = 24), and typical readers (n = 30)]. We employed short echo, single voxel, proton magnetic resonance spectroscopy to evaluate the perigenual anterior cingulate cortex (ACC). Pearson correlations were calculated between metabolite concentrations and measures of reading, processing speed, and executive function. Logistic regression models were used to determine the effects of brain metabolite concentrations, processing speed, and reading scores on dyslexia status. Differences by child's sex were also examined. Compared to typical readers, higher global executive composite t-score is associated with greater odds for dyslexia (OR 1.14; 95% CI 1.05, 1.23); increased processing speed appears to be protective for dyslexia (OR 0.95; 95% 0.89-1.00). After adjustment for multiple comparisons, females with dyslexia showed strong and significant negative correlations between processing speed and myo-inositol (r = -0.55, p = 0.005) and choline (r = -0.54, p = 0.005) concentrations; effect modification by sex was confirmed in linear regression models (psex∗Cho = 0.0006) and (psex∗mI = 0.01). These associations were not observed for males or the group as a whole. These findings suggest that children with dyslexia share difficulty in one or more areas of executive function, specifically those related to response time. Also, metabolite changes in the ACC may be present in children with dyslexia, especially for females, and may hold value as possible markers for dyslexia.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Biomedical Engineering – Faculty of Education in Science and Technology, Technicon – Israel Institute of Technology, Haifa, Israel
- Reading and Literacy Discovery Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
- Division of General and Community Pediatrics, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
| | - Kelly J. Brunst
- Department of Environmental Health, University of Cincinnati College of Medicine, Cincinnati, OH, United States
| | - Kim M. Cecil
- Imaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, United States
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22
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Effect of reading intervention and task difficulty on orthographic and phonological reading systems in the brain. Neuropsychologia 2018; 130:13-25. [PMID: 30030194 DOI: 10.1016/j.neuropsychologia.2018.07.018] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Revised: 07/01/2018] [Accepted: 07/16/2018] [Indexed: 11/22/2022]
Abstract
Children with poor reading skills have differences in brain function when compared to typically-developing readers, and there may also be changes in the brain following reading intervention. However, most functional imaging studies focus on phonological reading tasks with one level of task difficulty. The purpose of this study was to compare good and poor readers on functional magnetic resonance imaging (fMRI) tasks of orthography (spelling) and phonology (rhyming) before and after 3 months of school-based intervention. These tasks were also modulated by task difficulty based on printed word frequency. The results showed that primarily left hemisphere regions were activated for the spelling and rhyming tasks, and poor readers showed a pattern of increased activation in bilateral inferior frontal, bilateral insula, right parietal, and left cerebellum following intervention. Activity in left pars triangularis and right parietal regions were associated with gains in decoding skills. Intervention effects appeared across blocks of easy and difficult words, except for the right parietal cortex. In this region, poor readers had greater activity on the easy word blocks after intervention, which indicates that there was increased recruitment of the right parietal cortex for relatively easy words. These results indicate that effects of intervention may be more evident on phonological tasks in comparison to orthographic tasks, and some of these effects may be modulated by relative task difficulty.
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23
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Horowitz-Kraus T, DiCesare C, Kiefer AW. Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive-Control Brain Regions During Rest in Children. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2018; 12:49-60. [PMID: 32405320 PMCID: PMC7220207 DOI: 10.1111/mbe.12168] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo-opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The researchers examined the relationship between fixation times and FC of neural circuits related to EF during rest in children with RD and typical readers. Nineteen children participated in a 10-min resting-state scan. FC analysis was performed with the anterior cingulate cortex (ACC), related to cognitive control, chosen as a seed. Fixation time during word reading was used as a covariate of interest. Results demonstrated that FC between the ACC and the left inferior frontal cortex pars triangularis and left inferior prefrontal cortex during rest were negatively correlated with fixation times during word reading. These exploratory results support the critical role for the cingulo-opercular network, which is related to cognitive control, in the reading process, and likely also in reading impairment.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology and Faculty of Biomedical Engineering, Technion
- Department of Pediatrics, Reading and Literacy Discovery Center
- Pediatric Neuroimaging Research Consortium
| | - Christopher DiCesare
- Division of Sports Medicine, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine
- Center for Cognition, Action and Perception, University of Cincinnati
| | - Adam W. Kiefer
- Division of Sports Medicine, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine
- Center for Cognition, Action and Perception, University of Cincinnati
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Maternal reading fluency is positively associated with greater functional connectivity between the child’s future reading network and regions related to executive functions and language processing in preschool-age children. Brain Cogn 2018; 121:17-23. [DOI: 10.1016/j.bandc.2018.01.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2017] [Revised: 12/21/2017] [Accepted: 01/02/2018] [Indexed: 11/20/2022]
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25
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Bloom R, Schnaider-Beeri M, Ravona-Springer R, Heymann A, Dabush H, Bar L, Slater S, Rassovsky Y, Bahar-Fuchs A. Computerized cognitive training for older diabetic adults at risk of dementia: Study protocol for a randomized controlled trial. ALZHEIMERS & DEMENTIA-TRANSLATIONAL RESEARCH & CLINICAL INTERVENTIONS 2017; 3:636-650. [PMID: 29234725 PMCID: PMC5716953 DOI: 10.1016/j.trci.2017.10.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Introduction Older adults with type 2 diabetes are at high risk of cognitive decline and dementia and form an important target group for dementia risk reduction studies. Despite evidence that computerized cognitive training (CCT) may benefit cognitive performance in cognitively healthy older adults and those with mild cognitive impairment, whether CCT may benefit cognitive performance or improve disease self-management in older diabetic adults has not been studied to date. In addition, whether adaptive difficulty levels and tailoring of interventions to individuals' cognitive profile are superior to generic training remains to be established. Methods Ninety community-dwelling older (age ≥ 65) diabetic adults are recruited and randomized into a tailored and adaptive computerized cognitive training condition or to a generic, nontailored, or adaptive CCT condition. Both groups complete an 8-week training program using the commercially available CogniFit program. The intervention is augmented by a range of behavior-change techniques, and participants in each condition are further randomized into a global or cognition-specific phone-based self-efficacy (SE) condition, or a no-SE condition. The primary outcome is global cognitive performance immediately after the intervention. Secondary outcomes include diabetes self-management, meta-memory, mood, and SE. Discussion This pilot study is the first trial evaluating the potential benefits of home-based tailored and adaptive CCT in relation to cognitive and disease self-management in older diabetic adults. Methodological strengths of this trial include the double-blind design, the clear identification of the proposed active ingredients of the intervention, and the use of evidence-based behavior-change techniques. Results from this study will indicate whether CCT has the potential to lower the risk of diabetes-related cognitive decline. The outcomes of the trial will also advance our understanding of essential intervention parameters required to improve or maintain cognitive function and enhance disease self-management in this at-risk group.
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Affiliation(s)
- Rachel Bloom
- Joseph Sagol Neuroscience Centre, Sheba Medical Center, Ramat Gan, Israel.,School of Psychology, Bar-Ilan University, Ramat Gan, Israel
| | - Michal Schnaider-Beeri
- Joseph Sagol Neuroscience Centre, Sheba Medical Center, Ramat Gan, Israel.,Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | | | | | - Hai Dabush
- Joseph Sagol Neuroscience Centre, Sheba Medical Center, Ramat Gan, Israel
| | - Lior Bar
- Joseph Sagol Neuroscience Centre, Sheba Medical Center, Ramat Gan, Israel
| | - Shirel Slater
- Joseph Sagol Neuroscience Centre, Sheba Medical Center, Ramat Gan, Israel
| | - Yuri Rassovsky
- School of Psychology, Bar-Ilan University, Ramat Gan, Israel
| | - Alex Bahar-Fuchs
- Joseph Sagol Neuroscience Centre, Sheba Medical Center, Ramat Gan, Israel.,Center for Research on Aging, Health, and Wellbeing, Research School of Population Health, The Australian National University, Canberra, Australian Capital Territory, Australia.,The Academic Unit for Psychiatry of Old Age, Department of Psychiatry, The University of Melbourne, Melbourne, Australia
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26
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Horowitz-Kraus T, Holland SK, Versace AL, Bertocci MA, Bebko G, Almeida JRC, Perlman SB, Travis MJ, Gill MK, Bonar L, Schirda C, Sunshine JL, Birmaher B, Taylor G, Diwadkar VA, Horwitz SM, Axelson D, Frazier T, Arnold EL, Fristad MA, Youngstrom EA, Findling RL, Phillips ML. Reading related white matter structures in adolescents are influenced more by dysregulation of emotion than behavior. Neuroimage Clin 2017; 15:732-740. [PMID: 28702350 PMCID: PMC5491458 DOI: 10.1016/j.nicl.2017.06.020] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2016] [Revised: 05/18/2017] [Accepted: 06/16/2017] [Indexed: 11/21/2022]
Abstract
Mood disorders and behavioral are broad psychiatric diagnostic categories that have different symptoms and neurobiological mechanisms, but share some neurocognitive similarities, one of which is an elevated risk for reading deficit. Our aim was to determine the influence of mood versus behavioral dysregulation on reading ability and neural correlates supporting these skills in youth, using diffusion tensor imaging in 11- to 17-year-old children and youths with mood disorders or behavioral disorders and age-matched healthy controls. The three groups differed only in phonological processing and passage comprehension. Youth with mood disorders scored higher on the phonological test but had lower comprehension scores than children with behavioral disorders and controls; control participants scored the highest. Correlations between fractional anisotropy and phonological processing in the left Arcuate Fasciculus showed a significant difference between groups and were strongest in behavioral disorders, intermediate in mood disorders, and lowest in controls. Correlations between these measures in the left Inferior Longitudinal Fasciculus were significantly greater than in controls for mood but not for behavioral disorders. Youth with mood disorders share a deficit in the executive-limbic pathway (Arcuate Fasciculus) with behavioral-disordered youth, suggesting reduced capacity for engaging frontal regions for phonological processing or passage comprehension tasks and increased reliance on the ventral tract (e.g., the Inferior Longitudinal Fasciculus). The low passage comprehension scores in mood disorder may result from engaging the left hemisphere. Neural pathways for reading differ mainly in executive-limbic circuitry. This new insight may aid clinicians in providing appropriate intervention for each disorder.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Cincinnati Children's Hospital Medical Center, University of Cincinnati, United States; Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel.
| | - Scott K Holland
- Cincinnati Children's Hospital Medical Center, University of Cincinnati, United States
| | - Amelia L Versace
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Michele A Bertocci
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Genna Bebko
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Jorge R C Almeida
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Susan B Perlman
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Michael J Travis
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Mary Kay Gill
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Lisa Bonar
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Claudiu Schirda
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Jeffrey L Sunshine
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Boris Birmaher
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
| | - Gerry Taylor
- University Hospitals Case Medical Center, Case Western Reserve University, United States
| | - Vaibhav A Diwadkar
- Department of Psychiatry and Behavioral Neuroscience, Wayne State University, United States
| | - Sarah M Horwitz
- Department of Child Psychiatry, New York University School of Medicine, United States
| | - David Axelson
- Department of Psychiatry and Behavioral Health, Wexner Medical Center, Ohio State University, United States
| | - Thomas Frazier
- Department of Psychiatry and Behavioral Health, Wexner Medical Center, Ohio State University, United States
| | - Eugene L Arnold
- Department of Psychiatry and Behavioral Health, Wexner Medical Center, Ohio State University, United States
| | - Mary A Fristad
- Department of Psychiatry and Behavioral Health, Wexner Medical Center, Ohio State University, United States
| | - Eric A Youngstrom
- Department of Psychology, University of North Carolina at Chapel Hill, United States
| | - Robert L Findling
- University Hospitals Case Medical Center, Case Western Reserve University, United States; Department of Psychiatry, Johns Hopkins University, United States
| | - Mary L Phillips
- Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, University of Pittsburgh, United States
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27
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Dai L, Zhang C, Liu X. A Special Chinese Reading Acceleration Training Paradigm: To Enhance the Reading Fluency and Comprehension of Chinese Children with Reading Disabilities. Front Psychol 2016; 7:1937. [PMID: 28018272 PMCID: PMC5149513 DOI: 10.3389/fpsyg.2016.01937] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2015] [Accepted: 11/28/2016] [Indexed: 11/30/2022] Open
Abstract
According to a number of studies, use of a Reading Acceleration Program as reading intervention training has been demonstrated to improve reading speed and comprehension level effectively in most languages and countries. The objective of the current study was to provide further evidence of the effectiveness of a Reading Acceleration Program for Chinese children with reading disabilities using a distinctive Chinese reading acceleration training paradigm. The reading acceleration training paradigm is divided into a non-accelerated reading paradigm, a Character-accelerated reading paradigm and a Words-accelerated reading paradigm. The results of training Chinese children with reading disabilities indicate that the acceleration reading paradigm applies to children with Chinese-reading disabilities. In addition, compared with other reading acceleration paradigms, Words-accelerated reading training is more effective in helping children with reading disabilities read at a high speed while maintaining superior comprehension levels.
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Affiliation(s)
- Li Dai
- School of Psychology, Beijing Normal University Beijing, China
| | - Chenchen Zhang
- School of Psychology, Beijing Normal University Beijing, China
| | - Xiangping Liu
- School of Psychology, Beijing Normal University Beijing, China
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28
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Horowitz-Kraus T, Buck C, Dorrmann D. Altered neural circuits accompany lower performance during narrative comprehension in children with reading difficulties: an fMRI study. ANNALS OF DYSLEXIA 2016; 66:301-318. [PMID: 26987654 DOI: 10.1007/s11881-016-0124-4] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2015] [Accepted: 01/28/2016] [Indexed: 06/05/2023]
Abstract
Narrative comprehension is a linguistic ability that is foundational for future reading ability. The aim of the current study was to examine the neural circuitry of children with reading difficulties (RD) compared to typical readers during a narrative-comprehension task. We hypothesized that due to deficient executive functions, which support narrative comprehension abilities, children with RD would display altered activation and functional connectivity, as well as lower performance on a narrative-comprehension task. Children with RD and typical readers were scanned during a narrative-comprehension task and administered reading behavioral tests. Children with RD scored significantly lower on the narrative-comprehension task than did typical readers. Composite activation maps showed more diffused activation during narrative comprehension in the RD group. Maps comparing the two reading groups showed more activation in the frontal lobes (regions responsible for executive functions), and functional connectivity showed higher global efficiency in children with RD than in typical readers. Global efficiency was negatively correlated with phonological awareness and reading and executive function scores in the entire study group. Children with RD may suffer from narrative-comprehension difficulties due to diffused activation of language areas, as was observed during a narrative-comprehension task. Greater effort in this task may be reflected by the engagement of brain regions related to executive functions and higher functional connectivity or attributed to difficulties in phonological processing and reading and executive functions. Therefore, the accommodation given to children with RD of reading aloud may need to be revised due to the observed difficulty in this domain.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion- Israel institute of Technology, Haifa, Israel.
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, 3333 Burnet Av., Cincinnati, Ohio, USA.
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, 3333 Burnet Av., Cincinnati, Ohio, USA.
| | - Catherine Buck
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, 3333 Burnet Av., Cincinnati, Ohio, USA
| | - Dana Dorrmann
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, 3333 Burnet Av., Cincinnati, Ohio, USA
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29
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Horowitz-Kraus T. Improvement of the Error-detection Mechanism in Adults with Dyslexia Following Reading Acceleration Training. DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:173-189. [PMID: 27072047 DOI: 10.1002/dys.1523] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2014] [Revised: 12/19/2015] [Accepted: 02/23/2016] [Indexed: 06/05/2023]
Abstract
The error-detection mechanism aids in preventing error repetition during a given task. Electroencephalography demonstrates that error detection involves two event-related potential components: error-related and correct-response negativities (ERN and CRN, respectively). Dyslexia is characterized by slow, inaccurate reading. In particular, individuals with dyslexia have a less active error-detection mechanism during reading than typical readers. In the current study, we examined whether a reading training programme could improve the ability to recognize words automatically (lexical representations) in adults with dyslexia, thereby resulting in more efficient error detection during reading. Behavioural and electrophysiological measures were obtained using a lexical decision task before and after participants trained with the reading acceleration programme. ERN amplitudes were smaller in individuals with dyslexia than in typical readers before training but increased following training, as did behavioural reading scores. Differences between the pre-training and post-training ERN and CRN components were larger in individuals with dyslexia than in typical readers. Also, the error-detection mechanism as represented by the ERN/CRN complex might serve as a biomarker for dyslexia and be used to evaluate the effectiveness of reading intervention programmes. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion - Israel institute of Technology, Haifa, Israel
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, 3333 Burnet Av., Cincinnati, Ohio, USA
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30
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Horowitz-Kraus T, Toro-Serey C, DiFrancesco M. Increased Resting-State Functional Connectivity in the Cingulo-Opercular Cognitive-Control Network after Intervention in Children with Reading Difficulties. PLoS One 2015. [PMID: 26197049 PMCID: PMC4511005 DOI: 10.1371/journal.pone.0133762] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Dyslexia, or reading difficulty, is characterized by slow, inaccurate reading accompanied by executive dysfunction. Reading training using the Reading Acceleration Program improves reading and executive functions in both children with dyslexia and typical readers. This improvement is associated with increased activation in and functional connectivity between the anterior cingulate cortex, part of the cingulo-opercular cognitive-control network, and the fusiform gyrus during a reading task after training. The objective of the current study was to determine whether the training also has an effect on functional connectivity of the cingulo-opercular and fronto-parietal cognitive-control networks during rest in children with dyslexia and typical readers. Fifteen children with reading difficulty and 17 typical readers (8-12 years old) were included in the study. Reading and executive functions behavioral measures and resting-state functional magnetic resonance imaging data were collected before and after reading training. Imaging data were analyzed using a graphical network-modeling tool. Both reading groups had increased reading and executive-functions scores after training, with greater gains among the dyslexia group. Training may have less effect on cognitive control in typical readers and a more direct effect on the visual area, as previously reported. Statistical analysis revealed that compared to typical readers, children with reading difficulty had significantly greater functional connectivity in the cingulo-opercular network after training, which may demonstrate the importance of cognitive control during reading in this population. These results support previous findings of increased error-monitoring activation after reading training in children with dyslexia and confirm greater gains with training in this group.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
- * E-mail:
| | - Claudio Toro-Serey
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
| | - Mark DiFrancesco
- Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
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31
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Horowitz-Kraus T, DiFrancesco M, Kay B, Wang Y, Holland SK. Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties. NEUROIMAGE-CLINICAL 2015. [PMID: 26199874 PMCID: PMC4506990 DOI: 10.1016/j.nicl.2015.06.010] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8-12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Mark DiFrancesco
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Benjamin Kay
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Yingying Wang
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Scott K Holland
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
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32
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Horowitz-Kraus T, Holland SK. Greater functional connectivity between reading and error-detection regions following training with the reading acceleration program in children with reading difficulties. ANNALS OF DYSLEXIA 2015; 65:1-23. [PMID: 25680742 DOI: 10.1007/s11881-015-0096-9] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2014] [Accepted: 01/20/2015] [Indexed: 06/04/2023]
Abstract
The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a functional connectivity analysis. Functional magnetic resonance imaging data were collected during a lexical decision task before and after 4 weeks of training with the program, together with reading and executive functions measures. Results indicated improvement in reading, visual attention, and speed of processing in children with RD. Following training, greater functional connectivity was observed between the left fusiform gyrus and the right anterior cingulate cortex in children with RD and between the left fusiform gyrus and the left anterior cingulate cortex in TRs. The change in functional connectivity after training was correlated with increased behavioral scores for word reading and visual attention in both groups. The results support previous findings of improved monitoring and mental lexicon after training with the Reading Acceleration Program in children with RD and TRs. The differences in laterality of the anterior cingulate cortex in children with RD and the presumable role of the cingulo-opercular control network in language processing are discussed.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA,
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