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Olivo G, Persson J, Hedenius M. Exploring brain plasticity in developmental dyslexia through implicit sequence learning. NPJ SCIENCE OF LEARNING 2024; 9:37. [PMID: 38802367 PMCID: PMC11130236 DOI: 10.1038/s41539-024-00250-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 05/08/2024] [Indexed: 05/29/2024]
Abstract
Developmental dyslexia (DD) is defined as difficulties in learning to read even with normal intelligence and adequate educational guidance. Deficits in implicit sequence learning (ISL) abilities have been reported in children with DD. We investigated brain plasticity in a group of 17 children with DD, compared with 18 typically developing (TD) children, after two sessions of training on a serial reaction time (SRT) task with a 24-h interval. Our outcome measures for the task were: a sequence-specific implicit learning measure (ISL), entailing implicit recognition and learning of sequential associations; and a general visuomotor skill learning measure (GSL). Gray matter volume (GMV) increased, and white matter volume (WMV) decreased from day 1 to day 2 in cerebellar areas regardless of group. A moderating effect of group was found on the correlation between WMV underlying the left precentral gyrus at day 2 and the change in ISL performance, suggesting the use of different underlying learning mechanisms in DD and TD children during the ISL task. Moreover, DD had larger WMV in the posterior thalamic radiation compared with TD, supporting previous reports of atypical development of this structure in DD. Further studies with larger sample sizes are warranted to validate these results.
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Affiliation(s)
- Gaia Olivo
- University of Gothenburg, Department of Psychology, Haraldsgatan 1, 405 03, Göteborg, Sweden.
- Karolinska Institute, Department of Neurobiology, Care Sciences and Society, Aging Research Center, Tomtebodavägen 18a, SE-171 65, Solna, Sweden.
| | - Jonas Persson
- Karolinska Institute, Department of Neurobiology, Care Sciences and Society, Aging Research Center, Tomtebodavägen 18a, SE-171 65, Solna, Sweden
- Center for Life-span Developmental Research (LEADER), School of Law, Psychology, and Social Work, Örebro University, Örebro, Sweden
| | - Martina Hedenius
- Uppsala University, Department of Public Health and Caring Sciences, Biomedical Center, Husargatan 3, 751 22, Uppsala, Sweden
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Gävlegatan 22, 11330, Stockholm, Sweden
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Martins B, Baba MY, Dimateo EM, Costa LF, Camara AS, Lukasova K, Nucci MP. Investigating Dyslexia through Diffusion Tensor Imaging across Ages: A Systematic Review. Brain Sci 2024; 14:349. [PMID: 38672001 PMCID: PMC11047980 DOI: 10.3390/brainsci14040349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Revised: 03/17/2024] [Accepted: 03/28/2024] [Indexed: 04/28/2024] Open
Abstract
Dyslexia is a neurodevelopmental disorder that presents a deficit in accuracy and/or fluency while reading or spelling that is not expected given the level of cognitive functioning. Research indicates brain structural changes mainly in the left hemisphere, comprising arcuate fasciculus (AF) and corona radiata (CR). The purpose of this systematic review is to better understand the possible methods for analyzing Diffusion Tensor Imaging (DTI) data while accounting for the characteristics of dyslexia in the last decade of the literature. Among 124 articles screened from PubMed and Scopus, 49 met inclusion criteria, focusing on dyslexia without neurological or psychiatric comorbidities. Article selection involved paired evaluation, with a third reviewer resolving discrepancies. The selected articles were analyzed using two topics: (1) a demographic and cognitive assessment of the sample and (2) DTI acquisition and analysis. Predominantly, studies centered on English-speaking children with reading difficulties, with preserved non-verbal intelligence, attention, and memory, and deficits in reading tests, rapid automatic naming, and phonological awareness. Structural differences were found mainly in the left AF in all ages and in the bilateral superior longitudinal fasciculus for readers-children and adults. A better understanding of structural brain changes of dyslexia and neuroadaptations can be a guide for future interventions.
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Affiliation(s)
- Bruce Martins
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Mariana Yumi Baba
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Elisa Monteiro Dimateo
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Leticia Fruchi Costa
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Aila Silveira Camara
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Katerina Lukasova
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Mariana Penteado Nucci
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
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Zhao J, Zhao Y, Song Z, Thiebaut de Schotten M, Altarelli I, Ramus F. Adaptive compensation of arcuate fasciculus lateralization in developmental dyslexia. Cortex 2023; 167:1-11. [PMID: 37515830 DOI: 10.1016/j.cortex.2023.05.017] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 01/28/2023] [Accepted: 05/17/2023] [Indexed: 07/31/2023]
Abstract
Previous studies have reported anomalies in the arcuate fasciculus (AF) lateralization in developmental dyslexia (DD). Still, the relationship between AF lateralization and literacy skills in DD remains largely unknown. The purpose of our study is to investigate the relationship between lateralization of three segments of AF (AF anterior segment (AFAS), AF long segment (AFLS), and AF posterior segment (AFPS)) and literacy skills in DD. A total of 26 children with dyslexia and 31 age-matched control children were included in this study. High angular diffusion imaging, combined with spherical deconvolution tractography, was used to reconstruct the AF. Connectivity measures of hindrance-modulated orientational anisotropy (HMOA) were computed for each of the three segments of the AF. The lateralization index (LI) of each AF segment was calculated by (right HMOA - left HMOA)/(right HMOA + left HMOA). Results showed that the LIs of AFAS and AFLS were positively correlated with reading accuracy in children with dyslexia. Specifically, the LI of AFAS was positively correlated with nonword and meaningless text reading accuracy, while the LI of AFLS accounted for word reading accuracy. The results suggest adaptive compensation of arcuate fasciculus lateralization in developmental dyslexia and functional dissociation of the anterior segment and long segment in the compensation.
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Affiliation(s)
- Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China.
| | - Yueye Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Zujun Song
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Michel Thiebaut de Schotten
- Institut des Maladies Neurodégénératives-UMR5293, CNRS, CEA, University of Bordeaux, Bordeaux, France; Brain Connectivity and Behavior Laboratory, Sorbonne Universities, Paris, France
| | - Irene Altarelli
- LaPsyDÉ Laboratory (UMR 8240), Université Paris Cité, Paris, France
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département D'Etudes Cognitives, Ecole Normale Supérieure, PSL University, Paris, France.
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Elhadidy ME, Kilany A, Gebril OH, Nashaat NH, Zeidan HM, Elsaied A, Hashish AF, Abdelraouf ER. BDNF Val66Met Polymorphism: Suggested Genetic Involvement in Some Children with Learning Disorder. J Mol Neurosci 2023; 73:39-46. [PMID: 36550387 PMCID: PMC9894953 DOI: 10.1007/s12031-022-02095-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Accepted: 12/09/2022] [Indexed: 12/24/2022]
Abstract
Brain-derived neurotrophic factor (BDNF) plays an essential role in neuronal survival, especially in areas responsible for memory and learning. The BDNF Val66Met polymorphism has been described as a cognitive modifier in people with neuropsychiatric disorders. BDNF levels have been found to be low in children with learning disorder (LD). However, Val66Met polymorphism has not been studied before in such children. The aim was to investigate the presence of BDNF val66Met polymorphism in a group of children with specific LD and to verify its impact on their cognitive abilities. The participants in this cross-sectional study (N = 111) were divided into two groups: one for children with LD and the other for neurotypical (NT) ones. Children with LD (N = 72) were diagnosed according to the DSM-5 criteria. Their abilities were evaluated using Stanford-Binet Intelligence Scale, dyslexia assessment test, Illinois Test of Psycholinguistic Abilities, and phonological awareness test. Genotyping of BDNF Val66Met polymorphism was performed for all participants. The frequency of the Met allele was 26% among children with LD (6 children had homozygous, 26 had heterozygous genotype). The percentage of participants with deficits in reading, writing, and phonemic segmentation was higher in Met allele carriers when compared to non-Met allele carriers in LD group. The frequency of Met allele among NT children was 3.85% (0 homozygous, 3 children had heterozygous genotype) (p = 0.00001). The high frequency of Val66Met polymorphism among children with LD introduces the BDNF gene as a genetic modifier of learning performance in some children who manifest specific learning disorder (developmental dyslexia).
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Affiliation(s)
- Mohamed E Elhadidy
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
| | - Ayman Kilany
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
- Pediatric Neurology Research Field, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt
| | - Ola Hosny Gebril
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
| | - Neveen Hassan Nashaat
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt.
- Learning Disability and Neurorehabilitation Research Field, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt.
| | - Hala M Zeidan
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
| | - Amal Elsaied
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
- Learning Disability and Neurorehabilitation Research Field, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt
| | - Adel F Hashish
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
| | - Ehab Ragaa Abdelraouf
- Children with Special Needs Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Cairo, Egypt
- Learning Disability and Neurorehabilitation Research Field, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt
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Al-Dokhny AA, Bukhamseen AM, Drwish AM. Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12213-12249. [PMID: 35668902 PMCID: PMC9136755 DOI: 10.1007/s10639-022-11090-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 05/01/2022] [Indexed: 06/12/2023]
Abstract
In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students' VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.
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