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Männel C, Ramos-Sanchez J, Obrig H, Ahissar M, Schaadt G. Perceptual anchoring: Children with dyslexia benefit less than controls from contextual repetitions in speech processing. Clin Neurophysiol 2024; 166:117-128. [PMID: 39153460 DOI: 10.1016/j.clinph.2024.07.016] [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: 05/10/2023] [Revised: 07/23/2024] [Accepted: 07/24/2024] [Indexed: 08/19/2024]
Abstract
OBJECTIVES Individuals with dyslexia perceive and utilize statistical features in the auditory input deficiently. The present study investigates whether affected children also benefit less from repeating context tones as perceptual anchors for subsequent speech processing. METHODS In an event-related potential study, eleven-year-old children with dyslexia (n = 21) and without dyslexia (n = 20) heard syllable pairs, with the first syllable either receiving a constant pitch (anchor) or variable pitch (no-anchor), while second syllables were identical across conditions. RESULTS Children with and without dyslexia showed smaller auditory P2 responses to constant-pitch versus variable-pitch first syllables, while only control children additionally showed smaller N1 and faster P1 responses. This suggests less automatic processing of anchor repetitions in dyslexia. For the second syllables, both groups showed faster P2 responses following anchor than no-anchor first syllables, but only controls additionally showed smaller P2 responses. CONCLUSIONS Children with and without dyslexia show differences in anchor effects. While both groups seem to allocate less attention to speech stimuli after contextual repetitions, children with dyslexia display less facilitation in speech processing from acoustic anchors. SIGNIFICANCE Altered anchoring in the linguistic domain may contribute to the difficulties of individuals with dyslexia in establishing long-term representations of speech.
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Affiliation(s)
- Claudia Männel
- Department of Audiology and Phoniatrics, Charité - Universitätsmedizin Berlin, Augustenburger Platz 1, 13353 Berlin, Germany; Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Clinic for Cognitive Neurology, University of Leipzig, Liebigstr. 16, 04103 Leipzig, Germany.
| | - Jessica Ramos-Sanchez
- Donders Institute for Brain, Cognition, and Behaviour, Thomas van Aquinostraat 4, 6525 GD Nijmegen, Netherlands
| | - Hellmuth Obrig
- Clinic for Cognitive Neurology, University of Leipzig, Liebigstr. 16, 04103 Leipzig, Germany; Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany
| | - Merav Ahissar
- ELSC Center for Brain Research, Hebrew University of Jerusalem
| | - Gesa Schaadt
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Education and Psychology, Freie Universität Berlin, Schwendenerstr. 33, 14195 Berlin, Germany
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Skoe E, Kraus N. Neural Delays in Processing Speech in Background Noise Minimized after Short-Term Auditory Training. BIOLOGY 2024; 13:509. [PMID: 39056702 PMCID: PMC11273880 DOI: 10.3390/biology13070509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2024] [Revised: 06/19/2024] [Accepted: 06/24/2024] [Indexed: 07/28/2024]
Abstract
Background noise disrupts the neural processing of sound, resulting in delayed and diminished far-field auditory-evoked responses. In young adults, we previously provided evidence that cognitively based short-term auditory training can ameliorate the impact of background noise on the frequency-following response (FFR), leading to greater neural synchrony to the speech fundamental frequency(F0) in noisy listening conditions. In this same dataset (55 healthy young adults), we now examine whether training-related changes extend to the latency of the FFR, with the prediction of faster neural timing after training. FFRs were measured on two days separated by ~8 weeks. FFRs were elicited by the syllable "da" presented at a signal-to-noise ratio (SNR) of +10 dB SPL relative to a background of multi-talker noise. Half of the participants participated in 20 sessions of computerized training (Listening and Communication Enhancement Program, LACE) between test sessions, while the other half served as Controls. In both groups, half of the participants were non-native speakers of English. In the Control Group, response latencies were unchanged at retest, but for the training group, response latencies were earlier. Findings suggest that auditory training can improve how the adult nervous system responds in noisy listening conditions, as demonstrated by decreased response latencies.
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Affiliation(s)
- Erika Skoe
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Storrs, CT 06269, USA
| | - Nina Kraus
- Department of Communication Sciences, Northwestern University, Evanston, IL 60208, USA;
- Cognitive Sciences, Institute for Neuroscience, Northwestern University, Evanston, IL 60208, USA
- Department of Neurobiology and Physiology, Northwestern University, Evanston, IL 60208, USA
- Department of Linguistics, Northwestern University, Evanston, IL 60208, USA
- Department of Otolaryngology, Northwestern University, Evanston, IL 60208, USA
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Gorina-Careta N, Ribas-Prats T, Arenillas-Alcón S, Puertollano M, Gómez-Roig MD, Escera C. Neonatal Frequency-Following Responses: A Methodological Framework for Clinical Applications. Semin Hear 2022; 43:162-176. [PMID: 36313048 PMCID: PMC9605802 DOI: 10.1055/s-0042-1756162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
The frequency-following response (FFR) to periodic complex sounds is a noninvasive scalp-recorded auditory evoked potential that reflects synchronous phase-locked neural activity to the spectrotemporal components of the acoustic signal along the ascending auditory hierarchy. The FFR has gained recent interest in the fields of audiology and auditory cognitive neuroscience, as it has great potential to answer both basic and applied questions about processes involved in sound encoding, language development, and communication. Specifically, it has become a promising tool in neonates, as its study may allow both early identification of future language disorders and the opportunity to leverage brain plasticity during the first 2 years of life, as well as enable early interventions to prevent and/or ameliorate sound and language encoding disorders. Throughout the present review, we summarize the state of the art of the neonatal FFR and, based on our own extensive experience, present methodological approaches to record it in a clinical environment. Overall, the present review is the first one that comprehensively focuses on the neonatal FFRs applications, thus supporting the feasibility to record the FFR during the first days of life and the predictive potential of the neonatal FFR on detecting short- and long-term language abilities and disruptions.
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Affiliation(s)
- Natàlia Gorina-Careta
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
- BCNatal - Barcelona Center for Maternal Fetal and Neonatal Medicine (Hospital Sant Joan de Déu and Hospital Clínic), University of Barcelona, Barcelona, Catalonia, Spain.
| | - Teresa Ribas-Prats
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
| | - Sonia Arenillas-Alcón
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
| | - Marta Puertollano
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
| | - M Dolores Gómez-Roig
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
- BCNatal - Barcelona Center for Maternal Fetal and Neonatal Medicine (Hospital Sant Joan de Déu and Hospital Clínic), University of Barcelona, Barcelona, Catalonia, Spain.
| | - Carles Escera
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
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Centanni TM, Beach SD, Ozernov-Palchik O, May S, Pantazis D, Gabrieli JDE. Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia. ANNALS OF DYSLEXIA 2022; 72:56-78. [PMID: 34495457 PMCID: PMC8901776 DOI: 10.1007/s11881-021-00241-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 07/21/2021] [Indexed: 06/13/2023]
Abstract
Developmental dyslexia is a common neurodevelopmental disorder that is associated with alterations in the behavioral and neural processing of speech sounds, but the scope and nature of that association is uncertain. It has been proposed that more variable auditory processing could underlie some of the core deficits in this disorder. In the current study, magnetoencephalography (MEG) data were acquired from adults with and without dyslexia while they passively listened to or actively categorized tokens from a /ba/-/da/ consonant continuum. We observed no significant group difference in active categorical perception of this continuum in either of our two behavioral assessments. During passive listening, adults with dyslexia exhibited neural responses that were as consistent as those of typically reading adults in six cortical regions associated with auditory perception, language, and reading. However, they exhibited significantly less consistency in the left supramarginal gyrus, where greater inconsistency correlated significantly with worse decoding skills in the group with dyslexia. The group difference in the left supramarginal gyrus was evident only when neural data were binned with a high temporal resolution and was only significant during the passive condition. Interestingly, consistency significantly improved in both groups during active categorization versus passive listening. These findings suggest that adults with dyslexia exhibit typical levels of neural consistency in response to speech sounds with the exception of the left supramarginal gyrus and that this consistency increases during active versus passive perception of speech sounds similarly in the two groups.
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Affiliation(s)
- T M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.
- Department of Psychology, Texas Christian University, Fort Worth, TX, USA.
| | - S D Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
- Program in Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, MA, USA
| | - O Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - S May
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
- Boston College, Boston, MA, USA
| | - D Pantazis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - J D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
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Liebig J, Friederici AD, Neef NE. Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia. Dev Cogn Neurosci 2020; 46:100869. [PMID: 33091833 PMCID: PMC7576516 DOI: 10.1016/j.dcn.2020.100869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 09/07/2020] [Accepted: 09/20/2020] [Indexed: 02/05/2023] Open
Abstract
Multi-domain profiles advance retrospective prediction of emergent literacy. DCDC2 and KIAA0319 risk variants influence emergent spelling skills. Combined DYX2 and auditory brainstem measures enhance predictive model fits. Additional benefit of preliterate phonological awareness on predictive power.
Literacy acquisition is impaired in children with developmental dyslexia resulting in lifelong struggle to read and spell. Proper diagnosis is usually late and commonly achieved after structured schooling started, which causes delayed interventions. Legascreen set out to develop a preclinical screening to identify children at risk of developmental dyslexia. To this end we examined 93 preliterate German children, half of them with a family history of dyslexia and half of them without a family history. We assessed standard demographic and behavioral precursors of literacy, acquired saliva samples for genotyping, and recorded speech-evoked brainstem responses to add an objective physiological measure. Reading and spelling was assessed after two years of structured literacy instruction. Multifactorial regression analyses considering demographic information, genotypes, and auditory brainstem encoding, predicted children’s literacy skills to varying degrees. These predictions were improved by adding the standard psychometrics with a slightly higher impact on spelling compared to reading comprehension. Our findings suggest that gene-brain-behavior profiling has the potential to determine the risk of developmental dyslexia. At the same time our results imply the need for a more sophisticated assessment to fully account for the disparate cognitive profiles and the multifactorial basis of developmental dyslexia.
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Affiliation(s)
- Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Clinical Neurophysiology, Georg-August-University, Göttingen, Robert-Koch-Straße 40, 37075 Göttingen, Germany; Department of Diagnostic and Interventional Neuroradiology, Georg-August-University, Robert-Koch-Str. 40, 37075 Göttingen, Germany.
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Rishiq D, Harkrider A, Springer C, Hedrick M. Effects of Aging on the Subcortical Encoding of Stop Consonants. Am J Audiol 2020; 29:391-403. [PMID: 32693610 DOI: 10.1044/2020_aja-19-00044] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The main purpose of this study was to evaluate aging effects on the predominantly subcortical (brainstem) encoding of the second-formant frequency transition, an essential acoustic cue for perceiving place of articulation. Method Synthetic consonant-vowel syllables varying in second-formant onset frequency (i.e., /ba/, /da/, and /ga/ stimuli) were used to elicit speech-evoked auditory brainstem responses (speech-ABRs) in 16 young adults (M age = 21 years) and 11 older adults (M age = 59 years). Repeated-measures mixed-model analyses of variance were performed on the latencies and amplitudes of the speech-ABR peaks. Fixed factors were phoneme (repeated measures on three levels: /b/ vs. /d/ vs. /g/) and age (two levels: young vs. older). Results Speech-ABR differences were observed between the two groups (young vs. older adults). Specifically, older listeners showed generalized amplitude reductions for onset and major peaks. Significant Phoneme × Group interactions were not observed. Conclusions Results showed aging effects in speech-ABR amplitudes that may reflect diminished subcortical encoding of consonants in older listeners. These aging effects were not phoneme dependent as observed using the statistical methods of this study.
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Affiliation(s)
- Dania Rishiq
- Department of Speech Pathology and Audiology, College of Allied Health Professions, University of South Alabama, Mobile
| | - Ashley Harkrider
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville
| | - Cary Springer
- Office of Information Technology, Research Computing Support, University of Tennessee, Knoxville
| | - Mark Hedrick
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville
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Tecoulesco L, Skoe E, Naigles LR. Phonetic discrimination mediates the relationship between auditory brainstem response stability and syntactic performance. BRAIN AND LANGUAGE 2020; 208:104810. [PMID: 32683226 DOI: 10.1016/j.bandl.2020.104810] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 02/03/2020] [Accepted: 04/27/2020] [Indexed: 06/11/2023]
Abstract
Syntactic, lexical, and phonological/phonetic knowledge are vital aspects of macro level language ability. Prior research has predominantly focused on environmental or cortical sources of individual differences in these areas; however, a growing literature suggests an auditory brainstem contribution to language performance in both typically developing (TD) populations and children with autism spectrum disorder (ASD). This study investigates whether one aspect of auditory brainstem responses (ABRs), neural response stability, which is a metric reflecting trial-by-trial consistency in the neural encoding of sound, can predict syntactic, lexical, and phonetic performance in TD and ASD school-aged children. Pooling across children with ASD and TD, results showed that higher neural stability in response to the syllable /da/ was associated with better phonetic discrimination, and with better syntactic performance on a standardized measure. Furthermore, phonetic discrimination was a successful mediator of the relationship between neural stability and syntactic performance. This study supports the growing body of literature that stable subcortical neural encoding of sound is important for successful language performance.
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Affiliation(s)
- Lisa Tecoulesco
- University of Connecticut Psychological Sciences, United States.
| | - Erika Skoe
- University of Connecticut, Speech Language and Hearing Sciences, United States
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8
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De Vos A, Vanvooren S, Ghesquière P, Wouters J. Subcortical auditory neural synchronization is deficient in pre-reading children who develop dyslexia. Dev Sci 2020; 23:e12945. [PMID: 32034978 DOI: 10.1111/desc.12945] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Revised: 02/03/2020] [Accepted: 02/04/2020] [Indexed: 01/19/2023]
Abstract
Auditory processing of temporal information in speech is sustained by synchronized firing of neurons along the entire auditory pathway. In school-aged children and adults with dyslexia, neural synchronization deficits have been found at cortical levels of the auditory system, however, these deficits do not appear to be present in pre-reading children. An alternative role for subcortical synchronization in reading development and dyslexia has been suggested, but remains debated. By means of a longitudinal study, we assessed cognitive reading-related skills and subcortical auditory steady-state responses (80 Hz ASSRs) in a group of children before formal reading instruction (pre-reading), after 1 year of formal reading instruction (beginning reading), and after 3 years of formal reading instruction (more advanced reading). Children were retrospectively classified into three groups based on family risk and literacy achievement: typically developing children without a family risk for dyslexia, typically developing children with a family risk for dyslexia, and children who developed dyslexia. Our results reveal that children who developed dyslexia demonstrate decreased 80 Hz ASSRs at the pre-reading stage. This effect is no longer present after the onset of reading instruction, due to an atypical developmental increase in 80 Hz ASSRs between the pre-reading and the beginning reading stage. A forward stepwise logistic regression analysis showed that literacy achievement was predictable with an accuracy of 90.4% based on a model including three significant predictors, that is, family risk for dyslexia (R = .31), phonological awareness (R = .23), and 80 Hz ASSRs (R = .26). Given that (1) abnormalities in subcortical ASSRs preceded reading acquisition in children who developed dyslexia and (2) subcortical ASSRs contributed to the prediction of literacy achievement, subcortical auditory synchronization deficits may constitute a pre-reading risk factor in the emergence of dyslexia.
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Affiliation(s)
- Astrid De Vos
- Department of Neurosciences, Research Group Experimental ORL, KU Leuven - University of Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | - Sophie Vanvooren
- Department of Neurosciences, Research Group Experimental ORL, KU Leuven - University of Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | - Jan Wouters
- Department of Neurosciences, Research Group Experimental ORL, KU Leuven - University of Leuven, Leuven, Belgium
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Ribas-Prats T, Almeida L, Costa-Faidella J, Plana M, Corral M, Gómez-Roig MD, Escera C. The frequency-following response (FFR) to speech stimuli: A normative dataset in healthy newborns. Hear Res 2019; 371:28-39. [DOI: 10.1016/j.heares.2018.11.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Revised: 10/31/2018] [Accepted: 11/05/2018] [Indexed: 11/25/2022]
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10
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Centanni TM, Pantazis D, Truong DT, Gruen JR, Gabrieli JDE, Hogan TP. Increased variability of stimulus-driven cortical responses is associated with genetic variability in children with and without dyslexia. Dev Cogn Neurosci 2018; 34:7-17. [PMID: 29894888 PMCID: PMC6969288 DOI: 10.1016/j.dcn.2018.05.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2018] [Revised: 05/14/2018] [Accepted: 05/24/2018] [Indexed: 12/17/2022] Open
Abstract
Individuals with dyslexia exhibit increased brainstem variability in response to sound. It is unknown as to whether increased variability extends to neocortical regions associated with audition and reading, extends to visual stimuli, and whether increased variability characterizes all children with dyslexia or, instead, a specific subset of children. We evaluated the consistency of stimulus-evoked neural responses in children with (N = 20) or without dyslexia (N = 12) as measured by magnetoencephalography (MEG). Approximately half of the children with dyslexia had significantly higher levels of variability in cortical responses to both auditory and visual stimuli in multiple nodes of the reading network. There was a significant and positive relationship between the number of risk alleles at rs6935076 in the dyslexia-susceptibility gene KIAA0319 and the degree of neural variability in primary auditory cortex across all participants. This gene has been linked with neural variability in rodents and in typical readers. These findings indicate that unstable representations of auditory and visual stimuli in auditory and other reading-related neocortical regions are present in a subset of children with dyslexia and support the link between the gene KIAA0319 and the auditory neural variability across children with or without dyslexia.
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Affiliation(s)
- T M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA; Department of Psychology, Texas Christian University, Fort Worth, TX, USA.
| | - D Pantazis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - D T Truong
- Departments of Pediatrics and Genetics, Yale University, New Haven, CT, USA
| | - J R Gruen
- Departments of Pediatrics and Genetics, Yale University, New Haven, CT, USA
| | - J D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - T P Hogan
- Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
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El-Sayes J, Nelson AJ. Brainstem auditory responses to predict literacy. Clin Neurophysiol 2017; 128:480-481. [DOI: 10.1016/j.clinph.2016.12.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Accepted: 12/28/2016] [Indexed: 11/29/2022]
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