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Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. Joint exome and metabolome analysis in individuals with dyslexia: Evidence for associated dysregulations of olfactory perception and autoimmune functions. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.06.27.600448. [PMID: 39005457 PMCID: PMC11244894 DOI: 10.1101/2024.06.27.600448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Dyslexia is a learning disability that negatively affects reading, writing, and spelling development at the word level in 5%-9% of children. The phenotype is variable and complex, involving several potential cognitive and physical concomitants such as sensory dysregulation and immunodeficiencies. The biological pathogenesis is not well-understood. Toward a better understanding of the biological drivers of dyslexia, we conducted the first joint exome and metabolome investigation in a pilot sample of 30 participants with dyslexia and 13 controls. In this analysis, eight metabolites of interest emerged (pyridoxine, kynurenic acid, citraconic acid, phosphocreatine, hippuric acid, xylitol, 2-deoxyuridine, and acetylcysteine). A metabolite-metabolite interaction analysis identified Krebs cycle intermediates that may be implicated in the development of dyslexia. Gene ontology analysis based on exome variants resulted in several pathways of interest, including the sensory perception of smell (olfactory) and immune system-related responses. In the joint exome and metabolite analysis, the olfactory transduction pathway emerged as the primary pathway of interest. Although the olfactory transduction and Krebs cycle pathways have not previously been described in dyslexia literature, these pathways have been implicated in other neurodevelopmental disorders including autism spectrum disorder and obsessive-compulsive disorder, suggesting the possibility of these pathways playing a role in dyslexia as well. Immune system response pathways, on the other hand, have been implicated in both dyslexia and other neurodevelopmental disorders.
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Schwarz J, Lizarazu M, Lallier M, Klimovich-Gray A. Phonological deficits in dyslexia impede lexical processing of spoken words: Linking behavioural and MEG data. Cortex 2024; 171:204-222. [PMID: 38029653 DOI: 10.1016/j.cortex.2023.10.003] [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: 04/05/2023] [Revised: 07/07/2023] [Accepted: 10/06/2023] [Indexed: 12/01/2023]
Abstract
Phonological difficulties have been identified as a core deficit in developmental dyslexia, yet everyday speech comprehension, which relies on phonological processing, is seemingly unaffected. This raises the question as to how dyslexic readers process spoken words to achieve normal word comprehension. Here we establish a link between neural correlates of lexical and sublexical processing in auditory words and behaviourally measured phonological deficits using magnetoencephalography (MEG). Spatiotemporally resolved cortical responses to phonological and lexico-semantic information were computed with the event-related regression technique (Hauk et al., 2009) and correlated with dyslexic and non-dyslexic subjects' phonological skills. We found that phonological deficits reduced cortical responses to both phonological and lexico-semantic information (phonological neighbours and word frequency). Individuals with lower phonological skills - independent of dyslexia diagnosis - showed weaker neural responses to phonological neighbourhood information in both hemispheres 200-500 ms after word onset and reduced sensitivity to written and spoken word frequency between 200 and 650 ms. Dyslexic readers showed weaker responses to written word frequency in particular compared to the control group, pointing towards an additional effect of print exposure on auditory word processing. Source space analysis localised phonological and lexico-semantic effect peaks to the left superior temporal gyrus, a key area that has been related to core deficits in dyslexia across a range of neuroimaging studies. The results provide comprehensive evidence that phonological deficits impact both sublexical and lexical stages of spoken word processing and that these deficits cannot be fully compensated through neural re-organization of lexical-distributional information at the single word level. Theoretical and practical implications for typical readers, dyslexic readers, and readers with developmental language disorder are discussed.
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Affiliation(s)
| | - Mikel Lizarazu
- Basque Center on Cognition, Brain and Language (BCBL), Donostia, San Sebastian, Spain
| | - Marie Lallier
- Basque Center on Cognition, Brain and Language (BCBL), Donostia, San Sebastian, Spain
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Lasnick OHM, Hoeft F. Sensory temporal sampling in time: an integrated model of the TSF and neural noise hypothesis as an etiological pathway for dyslexia. Front Hum Neurosci 2024; 17:1294941. [PMID: 38234592 PMCID: PMC10792016 DOI: 10.3389/fnhum.2023.1294941] [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: 09/15/2023] [Accepted: 12/04/2023] [Indexed: 01/19/2024] Open
Abstract
Much progress has been made in research on the causal mechanisms of developmental dyslexia. In recent years, the "temporal sampling" account of dyslexia has evolved considerably, with contributions from neurogenetics and novel imaging methods resulting in a much more complex etiological view of the disorder. The original temporal sampling framework implicates disrupted neural entrainment to speech as a causal factor for atypical phonological representations. Yet, empirical findings have not provided clear evidence of a low-level etiology for this endophenotype. In contrast, the neural noise hypothesis presents a theoretical view of the manifestation of dyslexia from the level of genes to behavior. However, its relative novelty (published in 2017) means that empirical research focused on specific predictions is sparse. The current paper reviews dyslexia research using a dual framework from the temporal sampling and neural noise hypotheses and discusses the complementary nature of these two views of dyslexia. We present an argument for an integrated model of sensory temporal sampling as an etiological pathway for dyslexia. Finally, we conclude with a brief discussion of outstanding questions.
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Affiliation(s)
- Oliver H. M. Lasnick
- brainLENS Laboratory, Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States
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Paula V, Vesa P, Anastasia G, Anja T, Laurel J T, Teija K. Beneficial effects of a music listening intervention on neural speech processing in 0-28-month-old children at risk for dyslexia. Dev Sci 2023; 26:e13426. [PMID: 37350469 DOI: 10.1111/desc.13426] [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: 04/29/2022] [Revised: 05/29/2023] [Accepted: 06/01/2023] [Indexed: 06/24/2023]
Abstract
Familial risk for developmental dyslexia can compromise auditory and speech processing and subsequent language and literacy development. According to the phonological deficit theory, supporting phonological development during the sensitive infancy period could prevent or ameliorate future dyslexic symptoms. Music is an established method for supporting auditory and speech processing and even language and literacy, but no previous studies have investigated its benefits for infants at risk for developmental language and reading disorders. We pseudo-randomized N∼150 infants at risk for dyslexia to vocal or instrumental music listening interventions at 0-6 months, or to a no-intervention control group. Music listening was used as an easy-to-administer, cost-effective intervention in early infancy. Mismatch responses (MMRs) elicited by speech-sound changes were recorded with electroencephalogram (EEG) before (at birth) and after (at 6 months) the intervention and at a 28 months follow-up. We expected particularly the vocal intervention to promote phonological development, evidenced by enhanced speech-sound MMRs and their fast maturation. We found enhanced positive MMR amplitudes in the vocal music listening intervention group after but not prior to the intervention. Other music activities reported by parents did not differ between the three groups, indicating that the group effects were attributable to the intervention. The results speak for the use of vocal music in early infancy to support speech processing and subsequent language development in infants at developmental risk. RESEARCH HIGHLIGHTS: Dyslexia-risk infants were pseudo-randomly assigned to a vocal or instrumental music listening intervention at home from birth to 6 months of age. Neural mismatch responses (MMRs) to speech-sound changes were enhanced in the vocal music intervention group after but not prior to the intervention. Even passive vocal music listening in early infancy can support phonological development known to be deficient in dyslexia-risk.
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Affiliation(s)
- Virtala Paula
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Putkinen Vesa
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Turku PET Centre, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Gallen Anastasia
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Thiede Anja
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Trainor Laurel J
- Department of Psychology, Neuroscience & Behaviour, McMaster University, Hamilton, Ontario, Canada
- McMaster Institute for Music and the Mind, McMaster University, Hamilton, Ontario, Canada
- Rotman Research Institute, Baycrest Hospital, Toronto, Ontario, Canada
| | - Kujala Teija
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
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Yamoah EN, Pavlinkova G, Fritzsch B. The Development of Speaking and Singing in Infants May Play a Role in Genomics and Dementia in Humans. Brain Sci 2023; 13:1190. [PMID: 37626546 PMCID: PMC10452560 DOI: 10.3390/brainsci13081190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Revised: 08/04/2023] [Accepted: 08/08/2023] [Indexed: 08/27/2023] Open
Abstract
The development of the central auditory system, including the auditory cortex and other areas involved in processing sound, is shaped by genetic and environmental factors, enabling infants to learn how to speak. Before explaining hearing in humans, a short overview of auditory dysfunction is provided. Environmental factors such as exposure to sound and language can impact the development and function of the auditory system sound processing, including discerning in speech perception, singing, and language processing. Infants can hear before birth, and sound exposure sculpts their developing auditory system structure and functions. Exposing infants to singing and speaking can support their auditory and language development. In aging humans, the hippocampus and auditory nuclear centers are affected by neurodegenerative diseases such as Alzheimer's, resulting in memory and auditory processing difficulties. As the disease progresses, overt auditory nuclear center damage occurs, leading to problems in processing auditory information. In conclusion, combined memory and auditory processing difficulties significantly impact people's ability to communicate and engage with their societal essence.
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Affiliation(s)
- Ebenezer N. Yamoah
- Department of Physiology and Cell Biology, School of Medicine, University of Nevada, Reno, NV 89557, USA;
| | | | - Bernd Fritzsch
- Department of Neurological Sciences, University of Nebraska Medical Center, Omaha, NE 68198, USA
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Daikoku T, Jentschke S, Tsogli V, Bergström K, Lachmann T, Ahissar M, Koelsch S. Neural correlates of statistical learning in developmental dyslexia: An electroencephalography study. Biol Psychol 2023; 181:108592. [PMID: 37268263 DOI: 10.1016/j.biopsycho.2023.108592] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 05/19/2023] [Accepted: 05/22/2023] [Indexed: 06/04/2023]
Abstract
The human brain extracts statistical regularities from the surrounding environment in a process called statistical learning. Behavioural evidence suggests that developmental dyslexia affects statistical learning. However, surprisingly few studies have assessed how developmental dyslexia affects the neural processing underlying this type of learning. We used electroencephalography to explore the neural correlates of an important aspect of statistical learning - sensitivity to transitional probabilities - in individuals with developmental dyslexia. Adults diagnosed with developmental dyslexia (n = 17) and controls (n = 19) were exposed to a continuous stream of sound triplets. Every so often, a triplet ending had a low transitional probability given the triplet's first two sounds ("statistical deviants"). Furthermore, every so often a triplet ending was presented from a deviant location ("acoustic deviants"). We examined mismatch negativity elicited by statistical deviants (sMMN), and MMN elicited by location deviants (i.e., acoustic changes). Acoustic deviants elicited a MMN which was larger in the control group than in the developmental dyslexia group. Statistical deviants elicited a small, yet significant, sMMN in the control group, but not in the developmental dyslexia group. However, the difference between the groups was not significant. Our findings indicate that the neural mechanisms underlying pre-attentive acoustic change detection and implicit statistical auditory learning are both affected in developmental dyslexia.
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Affiliation(s)
- Tatsuya Daikoku
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Graduate School of Information Science and Technology, The University of Tokyo, Tokyo, Japan; Center for Brain, Mind and KANSEI Sciences Research, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima city, Hiroshima, Japan.
| | | | - Vera Tsogli
- Department for Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Kirstin Bergström
- Center for Cognitive Science, University of Kaiserslautern-Landau, Kaiserslautern, Germany
| | - Thomas Lachmann
- Center for Cognitive Science, University of Kaiserslautern-Landau, Kaiserslautern, Germany; Centro de Investigación Nebrija en Cognición, Universidad Nebrija, Madrid, Spain
| | - Merav Ahissar
- Psychology Department, Hebrew University, Jerusalem, Israel
| | - Stefan Koelsch
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Department for Biological and Medical Psychology, University of Bergen, Bergen, Norway
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Hong G, Fu X, Chen X, Zhang L, Han X, Ding S, Liu Z, Bi X, Li W, Chang M, Qiao R, Guo S, Tu H, Chai R. Dyslexia-Related Hearing Loss Occurs Mainly through the Abnormal Spontaneous Electrical Activity of Spiral Ganglion Neurons. ADVANCED SCIENCE (WEINHEIM, BADEN-WURTTEMBERG, GERMANY) 2023; 10:e2205754. [PMID: 37068190 DOI: 10.1002/advs.202205754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 02/25/2023] [Indexed: 06/04/2023]
Abstract
Dyslexia is a reading and spelling disorder due to neurodevelopmental abnormalities and is occasionally found to be accompanied by hearing loss, but the reason for the associated deafness remains unclear. This study finds that knockout of the dyslexia susceptibility 1 candidate 1 gene (Dyx1c1-/- ) in mice, the best gene for studying dyslexia, causes severe hearing loss, and thus it is a good model for studying the mechanism of dyslexia-related hearing loss (DRHL). This work finds that the Dyx1c1 gene is highly expressed in the mouse cochlea and that the spontaneous electrical activity of inner hair cells and type I spiral ganglion neurons is altered in the cochleae of Dyx1c1-/- mice. In addition, primary ciliary dyskinesia-related phenotypes such as situs inversus and disrupted ciliary structure are seen in Dyx1c1-/- mice. In conclusion, this study gives new insights into the mechanism of DRHL in detail and suggests that Dyx1c1 may serve as a potential target for the clinical diagnosis of DRHL.
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Affiliation(s)
- Guodong Hong
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Xiaolong Fu
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Xin Chen
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
| | - Liyan Zhang
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
| | - Xuan Han
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
| | - Shuqin Ding
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
| | - Ziyi Liu
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Xiuli Bi
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Wen Li
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Miao Chang
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Ruifeng Qiao
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Siwei Guo
- School of Life Science, Shandong University, 266237, Qingdao, China
| | - Hailong Tu
- Medical Science and Technology Innovation Center, Shandong First Medical University & Shandong Academy of Medical Sciences, 250000, Jinan, China
| | - Renjie Chai
- State Key Laboratory of Bioelectronics, Department of Otolaryngology Head and Neck Surgery, Zhongda Hospital, School of Life Sciences and Technology, Advanced Institute for Life and Health, Jiangsu Province High-Tech Key Laboratory for Bio-Medical Research, Southeast University, 210096, Nanjing, China
- Co-Innovation Center of Neuroregeneration, Nantong University, 226001, Nantong, China
- Department of Otolaryngology Head and Neck Surgery, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, 610072, Chengdu, China
- Institute for Stem Cell and Regeneration, Chinese Academy of Science, 100101, Beijing, China
- Beijing Key Laboratory of Neural Regeneration and Repair, Capital Medical University, 100069, Beijing, China
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Virtala P, Kujala T, Partanen E, Hämäläinen JA, Winkler I. Neural phoneme discrimination in variable speech in newborns - Associations with dyslexia risk and later language skills. Brain Cogn 2023; 168:105974. [PMID: 37037170 DOI: 10.1016/j.bandc.2023.105974] [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: 03/17/2022] [Revised: 03/09/2023] [Accepted: 03/28/2023] [Indexed: 04/12/2023]
Abstract
A crucial skill in infant language acquisition is learning of the native language phonemes. This requires the ability to group complex sounds into distinct auditory categories based on their shared features. Problems in phonetic learning have been suggested to underlie language learning difficulties in dyslexia, a developmental reading-skill deficit. We investigated auditory abilities important for language acquisition in newborns with or without a familial risk for dyslexia with electrophysiological mismatch responses (MMRs). We presented vowel changes in a sequence of acoustically varying vowels, requiring grouping of the stimuli to two phoneme categories. The vowel changes elicited an MMR which was significantly diminished in infants whose parents had the most severe dyslexia in our sample. Phoneme-MMR amplitude and its hemispheric lateralization were associated with language test outcomes assessed at 28 months, an age at which it becomes possible to behaviourally test children and several standardized tests are available. In addition, statistically significant MMRs to violations of a complex sound-order rule were only found in infants without dyslexia risk, but these results are very preliminary due to small sample size. The results demonstrate the relevance of the newborn infants' readiness for phonetic learning for their emerging language skills. Phoneme extraction difficulties in infants at familial risk may contribute to the phonological deficits observed in dyslexia.
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Affiliation(s)
- P Virtala
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - T Kujala
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland.
| | - E Partanen
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - J A Hämäläinen
- Jyväskylä Centre for Interdisciplinary Brain Research, Department of Psychology, University of Jyväskylä, Finland
| | - I Winkler
- Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
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Klimovich-Gray A, Di Liberto G, Amoruso L, Barrena A, Agirre E, Molinaro N. Increased top-down semantic processing in natural speech linked to better reading in dyslexia. Neuroimage 2023; 273:120072. [PMID: 37004829 DOI: 10.1016/j.neuroimage.2023.120072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 03/12/2023] [Accepted: 03/30/2023] [Indexed: 04/03/2023] Open
Abstract
Early research proposed that individuals with developmental dyslexia use contextual information to facilitate lexical access and compensate for phonological deficits. Yet at present there is no corroborating neuro-cognitive evidence. We explored this with a novel combination of magnetoencephalography (MEG), neural encoding and grey matter volume analyses. We analysed MEG data from 41 adult native Spanish speakers (14 with dyslexic symptoms) who passively listened to naturalistic sentences. We used multivariate Temporal Response Function analysis to capture online cortical tracking of both auditory (speech envelope) and contextual information. To compute contextual information tracking we used word-level Semantic Surprisal derived using a Transformer Neural Network language model. We related online information tracking to participants' reading scores and grey matter volumes within the reading-linked cortical network. We found that right hemisphere envelope tracking was related to better phonological decoding (pseudoword reading) for both groups, with dyslexic readers performing worse overall at this task. Consistently, grey matter volume in the superior temporal and bilateral inferior frontal areas increased with better envelope tracking abilities. Critically, for dyslexic readers only, stronger Semantic Surprisal tracking in the right hemisphere was related to better word reading. These findings further support the notion of a speech envelope tracking deficit in dyslexia and provide novel evidence for top-down semantic compensatory mechanisms.
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10
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Discriminatory Brain Processes of Native and Foreign Language in Children with and without Reading Difficulties. Brain Sci 2022; 13:brainsci13010076. [PMID: 36672057 PMCID: PMC9856413 DOI: 10.3390/brainsci13010076] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 12/21/2022] [Accepted: 12/28/2022] [Indexed: 01/03/2023] Open
Abstract
The association between impaired speech perception and reading difficulty has been well established in native language processing, as can be observed from brain activity. However, there has been scarce investigation of whether this association extends to brain activity during foreign language processing. The relationship between reading skills and neuronal speech representation of foreign language remains unclear. In the present study, we used event-related potentials (ERPs) with high-density EEG to investigate this question. Eleven- to 13-year-old children typically developed (CTR) or with reading difficulties (RD) were tested via a passive auditory oddball paradigm containing native (Finnish) and foreign (English) speech items. The change-detection-related ERP responses, the mismatch response (MMR), and the late discriminative negativity (LDN) were studied. The cluster-based permutation tests within and between groups were performed. The results showed an apparent language effect. In the CTR group, we found an atypical MMR in the foreign language processing and a larger LDN response for speech items containing a diphthong in both languages. In the RD group, we found unstable MMR with lower amplitude and a nonsignificant LDN response. A deficit in the LDN response in both languages was found within the RD group analysis. Moreover, we observed larger brain responses in the RD group and a hemispheric polarity reversal compared to the CTR group responses. Our results provide new evidence that language processing differed between the CTR and RD groups in early and late discriminatory responses and that language processing is linked to reading skills in both native and foreign language contexts.
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11
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Neurodevelopmental oscillatory basis of speech processing in noise. Dev Cogn Neurosci 2022; 59:101181. [PMID: 36549148 PMCID: PMC9792357 DOI: 10.1016/j.dcn.2022.101181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 10/31/2022] [Accepted: 11/25/2022] [Indexed: 11/27/2022] Open
Abstract
Humans' extraordinary ability to understand speech in noise relies on multiple processes that develop with age. Using magnetoencephalography (MEG), we characterize the underlying neuromaturational basis by quantifying how cortical oscillations in 144 participants (aged 5-27 years) track phrasal and syllabic structures in connected speech mixed with different types of noise. While the extraction of prosodic cues from clear speech was stable during development, its maintenance in a multi-talker background matured rapidly up to age 9 and was associated with speech comprehension. Furthermore, while the extraction of subtler information provided by syllables matured at age 9, its maintenance in noisy backgrounds progressively matured until adulthood. Altogether, these results highlight distinct behaviorally relevant maturational trajectories for the neuronal signatures of speech perception. In accordance with grain-size proposals, neuromaturational milestones are reached increasingly late for linguistic units of decreasing size, with further delays incurred by noise.
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12
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Yu X, Ferradal S, Dunstan J, Carruthers C, Sanfilippo J, Zuk J, Zöllei L, Gagoski B, Ou Y, Grant PE, Gaab N. Patterns of Neural Functional Connectivity in Infants at Familial Risk of Developmental Dyslexia. JAMA Netw Open 2022; 5:e2236102. [PMID: 36301547 PMCID: PMC9614583 DOI: 10.1001/jamanetworkopen.2022.36102] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Accepted: 08/23/2022] [Indexed: 11/14/2022] Open
Abstract
Importance Developmental dyslexia is a heritable learning disability affecting 7% to 10% of the general population and can have detrimental impacts on mental health and vocational potential. Individuals with dyslexia show altered functional organization of the language and reading neural networks; however, it remains unknown how early in life these neural network alterations might emerge. Objective To determine whether the early emergence of large-scale neural functional connectivity (FC) underlying long-term language and reading development is altered in infants with a familial history of dyslexia (FHD). Design, Setting, and Participants This cohort study included infants recruited at Boston Children's Hospital between May 2011 and February 2019. Participants underwent structural and resting-state functional magnetic resonance imaging in the Department of Radiology at Boston Children's Hospital. Infants with FHD were matched with infants without FHD based on age and sex. Data were analyzed from April 2019 to June 2021. Exposures FHD was defined as having at least 1 first-degree relative with a dyslexia diagnosis or documented reading difficulties. Main Outcomes and Measures Whole-brain FC patterns associated with 20 predefined cerebral regions important for long-term language and reading development were computed for each infant. Multivariate pattern analyses were applied to identify specific FC patterns that differentiated between infants with vs without FHD. For classification performance estimates, 99% CIs were calculated as the classification accuracy minus chance level. Results A total of 98 infants (mean [SD] age, 8.5 [2.3] months; 51 [52.0%] girls) were analyzed, including 35 infants with FHD and 63 infants without FHD. Multivariate pattern analyses identified distinct FC patterns between infants with vs without FHD in the left fusiform gyrus (classification accuracy, 0.55 [99% CI, 0.046-0.062]; corrected P < .001; Cohen d = 0.76). Connections linking left fusiform gyrus to regions in the frontal and parietal language and attention networks were among the paths with the highest contributions to the classification performance. Conclusions and Relevance These findings suggest that on the group level, FHD was associated with an early onset of atypical FC of regions important for subsequent word form recognition during reading acquisition. Longitudinal studies linking the atypical functional network and school-age reading abilities will be essential to further elucidate the ontogenetic mechanisms underlying the development of dyslexia.
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Affiliation(s)
- Xi Yu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
- Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, Massachusetts
| | - Silvina Ferradal
- Department of Intelligent Systems Engineering, Indiana University, Bloomington
| | - Jade Dunstan
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children’s Hospital, Boston, Massachusetts
| | - Clarisa Carruthers
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children’s Hospital, Boston, Massachusetts
| | - Joseph Sanfilippo
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children’s Hospital, Boston, Massachusetts
| | - Jennifer Zuk
- Department of Speech, Language & Hearing Sciences, Boston University, Boston, Massachusetts
| | - Lilla Zöllei
- A.A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Boston
| | - Borjan Gagoski
- Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, Massachusetts
- Department of Radiology, Boston Children’s Hospital, Boston, Massachusetts
- Harvard Medical School, Boston, Massachusetts
| | - Yangming Ou
- Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, Massachusetts
- Department of Radiology, Boston Children’s Hospital, Boston, Massachusetts
- Harvard Medical School, Boston, Massachusetts
| | - P. Ellen Grant
- Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, Massachusetts
- Department of Radiology, Boston Children’s Hospital, Boston, Massachusetts
- Harvard Medical School, Boston, Massachusetts
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children’s Hospital, Boston, Massachusetts
- Harvard Medical School, Boston, Massachusetts
- Harvard Graduate School of Education, Cambridge, Massachusetts
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13
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Cancer A, Antonietti A. Music-Based and Auditory-Based Interventions for Reading Difficulties: A Literature Review. Heliyon 2022; 8:e09293. [PMID: 35497042 PMCID: PMC9048091 DOI: 10.1016/j.heliyon.2022.e09293] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Revised: 11/26/2021] [Accepted: 04/13/2022] [Indexed: 01/08/2023] Open
Abstract
Remediation of reading difficulties through music and auditory-based interventions in children with impairments in reading (such as developmental dyslexia) has been suggested in light of the putative neural and cognitive overlaps between the music and language domains. Several studies had explored the effect of music training on reading development, showing mixed results. However, to date, the meta-analyses on this topic did not differentiate the studies on typical children from those on children with reading difficulties. To draw a clear picture of the remedial effects of music-based and auditory-based interventions, the present review of the literature included studies on struggling readers only. Eighteen studies have been categorized according to the type of the main training activity – either specific auditory training or more broad music training – and the combination with reading exercises. The reviewed studies showed that musical and auditory interventions yielded a positive, but not consistent, effect on reading. Nevertheless, significantly larger improvements of phonological abilities, relative to the control conditions, were overall reported. These findings support the hypothesis of a transfer effect of musical and auditory training on phonological and literacy skills in children with reading difficulties.
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14
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The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12073360] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving the reading skills of children and adolescents with dyslexia. In order to assess the specific contribution of the visual component of the training, namely, the presence of a visual cue supporting rhythmic synchronization, a controlled experimental study was conducted. Fifty-eight students with dyslexia aged 8 to 13 years were assigned to three conditions: (a) RRT auditory and visual condition, in which a visual cue was synchronized with the rhythmic stimulation; (b) RRT auditory-only condition, in which the visual cue was excluded; (c) no intervention. Comparisons of the participants’ performance before, after, and 3 months after the end of the intervention period revealed the significant immediate and long-term effect of both RRT conditions on reading, rapid naming, phonological, rhythmic, and attentional abilities. No significant differences were found between visual and auditory conditions, therefore showing no additional contribution of the visual component to the improvements induced by the RRT. Clinical Trial ID: NCT04995991.
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15
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Virtala P, Putkinen V, Kailaheimo-Lönnqvist L, Thiede A, Partanen E, Kujala T. Infancy and early childhood maturation of neural auditory change detection and its associations to familial dyslexia risk. Clin Neurophysiol 2022; 137:159-176. [DOI: 10.1016/j.clinph.2022.03.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 02/10/2022] [Accepted: 03/02/2022] [Indexed: 11/29/2022]
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16
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Turker S, Hartwigsen G. The use of noninvasive brain stimulation techniques to improve reading difficulties in dyslexia: A systematic review. Hum Brain Mapp 2022; 43:1157-1173. [PMID: 34716977 PMCID: PMC8764483 DOI: 10.1002/hbm.25700] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2021] [Revised: 09/29/2021] [Accepted: 10/08/2021] [Indexed: 02/05/2023] Open
Abstract
Noninvasive brain stimulation (NIBS) allows to actively and noninvasively modulate brain function. Aside from inhibiting specific processes, NIBS may also enhance cognitive functions, which might be used for the prevention and intervention of learning disabilities such as dyslexia. However, despite the growing interest in modulating learning abilities, a comprehensive, up-to-date review synthesizing NIBS studies with dyslexics is missing. Here, we fill this gap and elucidate the potential of NIBS as treatment option in dyslexia. The findings of the 15 included studies suggest that repeated sessions of reading training combined with different NIBS protocols may induce long-lasting improvements of reading performance in child and adult dyslexics, opening promising avenues for future research. In particular, the "classical" reading areas seem to be most successfully modulated through NIBS, and facilitatory protocols can improve various reading-related subprocesses. Moreover, we emphasize the need to further explore the potential to modulate auditory cortex function as a preintervention and intervention approach for affected children, for example, to avoid the development of auditory and phonological difficulties at the core of dyslexia. Finally, we outline how future studies may increase our understanding of the neurobiological basis of NIBS-induced improvements in dyslexia.
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Affiliation(s)
- Sabrina Turker
- Lise Meitner Research Group Cognition and PlasticityMax Planck Institute for Human Cognitive and Brain SciencesLeipzigGermany
- Alexander von Humboldt FoundationBerlinGermany
| | - Gesa Hartwigsen
- Lise Meitner Research Group Cognition and PlasticityMax Planck Institute for Human Cognitive and Brain SciencesLeipzigGermany
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17
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Virtala P, Partanen E, Kujala T. Impaired Perception and Neural Processing of Rules in Developmental Dyslexia. JOURNAL OF LEARNING DISABILITIES 2021; 54:452-465. [PMID: 33478339 PMCID: PMC8559173 DOI: 10.1177/0022219420988004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Rules and regularities of language are typically processed in an implicit and effortless way in the human brain. Individuals with developmental dyslexia have problems in implicit learning of regularities in sequential stimuli, but the neural basis of this deficit has not been studied. This study investigated extraction and utilization of a complex auditory rule at neural and perceptual levels in 18 adults with dyslexia and 20 typical readers. Mismatch negativity (MMN) and P3a responses to rule violations in speech stimuli, reflecting change detection and attention switch, respectively, were recorded with electroencephalogram. Both groups reported no or little explicit awareness of the rule, suggesting implicit processing. People with dyslexia showed deficient extraction of the rule evidenced by diminished MMNs estimated to originate particularly from the left perisylvian region. The group difference persisted in the attentive condition after the participants were told about the rule, and behavioral detection of the rule violations was poor in people with dyslexia, possibly suggesting difficulties also in utilizing explicit information of the rule. Based on these results, the speech processing difficulties in dyslexia extend beyond phoneme discrimination and basic auditory feature extraction. Challenges in implicit extraction and effortless adoption of complex auditory rules may be central to language learning difficulties in dyslexia.
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18
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Yan X, Jiang K, Li H, Wang Z, Perkins K, Cao F. Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia. eLife 2021; 10:e69523. [PMID: 34569931 PMCID: PMC8497057 DOI: 10.7554/elife.69523] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2021] [Accepted: 09/24/2021] [Indexed: 01/18/2023] Open
Abstract
Brain abnormalities in the reading network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood where the structural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting a neural signature of DD. We found greater reduction in grey matter volume and brain activation in the left inferior frontal gyrus in morpho-syllabic languages (e.g. Chinese) than in alphabetic languages, and greater reduction in brain activation in the left middle temporal gyrus and fusiform gyrus in alphabetic languages than in morpho-syllabic languages. These language differences are explained as consequences of being DD while learning a specific language. In addition, we also found brain regions that showed increased grey matter volume and brain activation, presumably suggesting compensations and brain regions that showed inconsistent alterations in brain structure and function. Our study provides important insights about the etiology of DD from a cross-linguistic perspective with considerations of consistency/inconsistency between structural and functional alterations.
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Affiliation(s)
- Xiaohui Yan
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
| | - Ke Jiang
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
| | - Hui Li
- Department of Preschool Education, Anyang Preschool Education CollegeAnyangChina
| | - Ziyi Wang
- School of Foreign Language, Jining UniversityJiningChina
| | - Kyle Perkins
- Florida International University (Retired Professor)MiamiUnited States
| | - Fan Cao
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
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19
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Ostertag C, Reynolds JE, Dewey D, Landman B, Huo Y, Lebel C. Altered gray matter development in pre-reading children with a family history of reading disorder. Dev Sci 2021; 25:e13160. [PMID: 34278658 DOI: 10.1111/desc.13160] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 07/07/2021] [Accepted: 07/09/2021] [Indexed: 12/23/2022]
Abstract
Reading disorders are common in children and can impact academic success, mental health, and career prospects. Reading is supported by network of interconnected left hemisphere brain regions, including temporo-parietal, occipito-temporal, and inferior-frontal circuits. Poor readers often show hypoactivation and reduced gray matter volumes in this reading network, with hyperactivation and increased volumes in the posterior right hemisphere. We assessed gray matter development longitudinally in pre-reading children aged 2-5 years using magnetic resonance imaging (MRI) (N = 32, 110 MRI scans; mean age: 4.40 ± 0.77 years), half of whom had a family history of reading disorder. The family history group showed slower proportional growth (relative to total brain volume) in the left supramarginal and inferior frontal gyri, and faster proportional growth in the right angular, right fusiform, and bilateral lingual gyri. This suggests delayed development of left hemisphere reading areas in children with a family history of dyslexia, along with faster growth in right homologues. This alternate development pattern may predispose the brain to later reading difficulties and may later manifest as the commonly noted compensatory mechanisms. The results of this study further shows our understanding of structural brain alterations that may form the neurological basis of reading difficulties.
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Affiliation(s)
- Curtis Ostertag
- Department of Radiology, University of Calgary, Calgary, AB, Canada.,Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Jess E Reynolds
- Department of Radiology, University of Calgary, Calgary, AB, Canada.,Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Deborah Dewey
- Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada.,Department of Pediatrics, University of Calgary, Calgary, AB, Canada.,Department of Community Health Sciences, University of Calgary, Calgary, AB, Canada
| | - Bennett Landman
- Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, Tennessee, USA
| | - Yuankai Huo
- Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, Tennessee, USA
| | - Catherine Lebel
- Department of Radiology, University of Calgary, Calgary, AB, Canada.,Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
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20
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Norton ES, Beach SD, Eddy MD, McWeeny S, Ozernov-Palchik O, Gaab N, Gabrieli JDE. ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners. Front Hum Neurosci 2021; 15:624617. [PMID: 34220468 PMCID: PMC8249724 DOI: 10.3389/fnhum.2021.624617] [Citation(s) in RCA: 4] [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: 10/31/2020] [Accepted: 04/19/2021] [Indexed: 12/21/2022] Open
Abstract
The mismatch negativity (MMN), an electrophysiological response to an oddball auditory stimulus, is related to reading ability in many studies. There are conflicting findings regarding exactly how the MMN relates to risk or actual diagnosis of dyslexia/reading impairment, perhaps due to the heterogeneity of abilities in children with reading impairment. In this study, 166 English-speaking kindergarten children oversampled for dyslexia risk completed behavioral assessments and a speech-syllable MMN paradigm. We examined how early and late MMN mean amplitude and laterality were related to two established predictors of reading ability: phonological awareness (PA) and rapid automatized naming (RAN). In bootstrapped group analyses, late MMN amplitude was significantly greater in children with typical PA ability than low PA ability. In contrast, laterality of the early and late MMN was significantly different in children with low versus typical RAN ability. Continuous analyses controlling for child age, non-verbal IQ, and letter and word identification abilities showed the same associations between late MMN amplitude with PA and late MMN laterality with RAN. These findings suggest that amplitude of the MMN may relate to phonological representations and ability to manipulate them, whereas MMN laterality may reflect differences in brain processes that support automaticity needed for reading.
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Affiliation(s)
- Elizabeth S. Norton
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Department of Medical Social Sciences, Feinberg School of Medicine, and Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Sara D. Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Marianna D. Eddy
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Sean McWeeny
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Ola Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Harvard Graduate School of Education, Cambridge, MA, United States
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, United States
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Boston Children’s Hospital/Harvard Medical School, Boston, MA, United States
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Institute for Medical Engineering and Science, Massachusetts Institute of Technology, Cambridge, MA, United States
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21
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Whole-genome sequencing identifies functional noncoding variation in SEMA3C that cosegregates with dyslexia in a multigenerational family. Hum Genet 2021; 140:1183-1200. [PMID: 34076780 PMCID: PMC8263547 DOI: 10.1007/s00439-021-02289-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Accepted: 04/27/2021] [Indexed: 12/11/2022]
Abstract
Dyslexia is a common heritable developmental disorder involving impaired reading abilities. Its genetic underpinnings are thought to be complex and heterogeneous, involving common and rare genetic variation. Multigenerational families segregating apparent monogenic forms of language-related disorders can provide useful entrypoints into biological pathways. In the present study, we performed a genome-wide linkage scan in a three-generational family in which dyslexia affects 14 of its 30 members and seems to be transmitted with an autosomal dominant pattern of inheritance. We identified a locus on chromosome 7q21.11 which cosegregated with dyslexia status, with the exception of two cases of phenocopy (LOD = 2.83). Whole-genome sequencing of key individuals enabled the assessment of coding and noncoding variation in the family. Two rare single-nucleotide variants (rs144517871 and rs143835534) within the first intron of the SEMA3C gene cosegregated with the 7q21.11 risk haplotype. In silico characterization of these two variants predicted effects on gene regulation, which we functionally validated for rs144517871 in human cell lines using luciferase reporter assays. SEMA3C encodes a secreted protein that acts as a guidance cue in several processes, including cortical neuronal migration and cellular polarization. We hypothesize that these intronic variants could have a cis-regulatory effect on SEMA3C expression, making a contribution to dyslexia susceptibility in this family.
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22
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Neural entrainment to speech and nonspeech in dyslexia: Conceptual replication and extension of previous investigations. Cortex 2021; 137:160-178. [PMID: 33618156 DOI: 10.1016/j.cortex.2020.12.024] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 11/02/2020] [Accepted: 12/23/2020] [Indexed: 12/17/2022]
Abstract
Whether phonological deficits in developmental dyslexia are associated with impaired neural sampling of auditory information is still under debate. Previous findings suggested that dyslexic participants showed atypical neural entrainment to slow and/or fast temporal modulations in speech, which might affect prosodic/syllabic and phonemic processing respectively. However, the large methodological variations across these studies do not allow us to draw clear conclusions on the nature of the entrainment deficit in dyslexia. Using magnetoencephalography, we measured neural entrainment to nonspeech and speech in both groups. We first aimed to conceptually replicate previous studies on auditory entrainment in dyslexia, using the same measurement methods as in previous studies, and also using new measurement methods (cross-correlation analyses) to better characterize the synchronization between stimulus and brain response. We failed to observe any of the significant group differences that had previously been reported in delta, theta and gamma frequency bands, whether using speech or nonspeech stimuli. However, when analyzing amplitude cross-correlations between noise stimuli and brain responses, we found that control participants showed larger responses than dyslexic participants in the delta range in the right hemisphere and in the gamma range in the left hemisphere. Overall, our results are weakly consistent with the hypothesis that dyslexic individuals show an atypical entrainment to temporal modulations. Our attempt at replicating previously published results highlights the multiple weaknesses of this research area, particularly low statistical power due to small sample size, and the lack of methodological standards inducing considerable heterogeneity of measurement and analysis methods across studies.
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23
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Chyl K, Fraga-González G, Brem S, Jednoróg K. Brain dynamics of (a)typical reading development-a review of longitudinal studies. NPJ SCIENCE OF LEARNING 2021; 6:4. [PMID: 33526791 PMCID: PMC7851393 DOI: 10.1038/s41539-020-00081-5] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 12/07/2020] [Indexed: 05/17/2023]
Abstract
Literacy development is a process rather than a single event and thus should be studied at multiple time points. A longitudinal design employing neuroimaging methods offers the possibility to identify neural changes associated with reading development, and to reveal early markers of dyslexia. The core of this review is a summary of findings from longitudinal neuroimaging studies on typical and atypical reading development. Studies focused on the prediction of reading gains with a single neuroimaging time point complement this review. Evidence from structural studies suggests that reading development results in increased structural integrity and functional specialization of left-hemispheric language areas. Compromised integrity of some of these tracts in children at risk for dyslexia might be compensated by higher anatomical connectivity in the homologous right hemisphere tracts. Regarding function, activation in phonological and audiovisual integration areas and growing sensitivity to print in the ventral occipito-temporal cortex (vOT) seem to be relevant neurodevelopmental markers of successful reading acquisition. Atypical vOT responses at the beginning of reading training and infant auditory brain potentials have been proposed as neuroimaging predictors of dyslexia that can complement behavioral measures. Besides these insights, longitudinal neuroimaging studies on reading and dyslexia are still relatively scarce and small sample sizes raise legitimate concerns about the reliability of the results. This review discusses the challenges of these studies and provides recommendations to improve this research area. Future longitudinal research with larger sample sizes are needed to improve our knowledge of typical and atypical reading neurodevelopment.
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Affiliation(s)
- Katarzyna Chyl
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
| | - Gorka Fraga-González
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- MR-Center of the Department of Psychiatry, Psychotherapy and Psychosomatics and the Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Katarzyna Jednoróg
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
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24
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van de Walle de Ghelcke A, Skoura X, Edwards MG, Quercia P, Papaxanthis C. Action representation deficits in adolescents with developmental dyslexia. J Neuropsychol 2020; 15:215-234. [PMID: 32816402 DOI: 10.1111/jnp.12220] [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: 11/01/2019] [Revised: 07/07/2020] [Indexed: 11/28/2022]
Abstract
Developmental dyslexia (DD), a severe and frequent disorder of reading acquisition, is characterized by a diversity of cognitive and motor deficits whose interactions still remain under debate. Although deficits in the automatization of sensorimotor control have been highlighted, internal action representation allowing prediction has never before been investigated. In this study, we considered action representation of 18 adolescents with pure DD and 18 age-matched typical readers. Participants actually and mentally performed a visually guided pointing task involving strong spatiotemporal constraints (speed/accuracy trade-off paradigm). While actual and mental movement times of typical readers were isochronous and both conformed to Fitts' law, the movement times of dyslexics differed between conditions, and only the actual movement times conformed to Fitts' law. Furthermore, the quality of motor imagery correlated with word reading abilities. This suggests that the process of action representation is impaired in pure DD and supports the sensorimotor perspective of DD. Theoretical implications are discussed.
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Affiliation(s)
- Alice van de Walle de Ghelcke
- Psychological Sciences Research Institute and Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Xanthi Skoura
- INSERM UMR1093-CAPS, UFR des Sciences du Sport, Université Bourgogne Franche-Comté, Dijon, France
| | - Martin Gareth Edwards
- Psychological Sciences Research Institute and Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Patrick Quercia
- INSERM UMR1093-CAPS, UFR des Sciences du Sport, Université Bourgogne Franche-Comté, Dijon, France
| | - Charalambos Papaxanthis
- INSERM UMR1093-CAPS, UFR des Sciences du Sport, Université Bourgogne Franche-Comté, Dijon, France
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25
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Tang K, DeMille MMC, Frijters JC, Gruen JR. DCDC2 READ1 regulatory element: how temporal processing differences may shape language. Proc Biol Sci 2020; 287:20192712. [PMID: 32486976 PMCID: PMC7341942 DOI: 10.1098/rspb.2019.2712] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Classic linguistic theory ascribes language change and diversity to population migrations, conquests, and geographical isolation, with the assumption that human populations have equivalent language processing abilities. We hypothesize that spectral and temporal characteristics make some consonant manners vulnerable to differences in temporal precision associated with specific population allele frequencies. To test this hypothesis, we modelled association between RU1-1 alleles of DCDC2 and manner of articulation in 51 populations spanning five continents, and adjusting for geographical proximity, and genetic and linguistic relatedness. RU1-1 alleles, acting through increased expression of DCDC2, appear to increase auditory processing precision that enhances stop-consonant discrimination, favouring retention in some populations and loss by others. These findings enhance classical linguistic theories by adding a genetic dimension, which until recently, has not been considered to be a significant catalyst for language change.
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Affiliation(s)
- Kevin Tang
- Department of Linguistics, University of Florida, Gainesville, FL 32611-5454, USA
| | - Mellissa M C DeMille
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT 06520, USA
| | - Jan C Frijters
- Child and Youth Studies, Brock University, St. Catherine's, Ontario, Canada L2S 3A1
| | - Jeffrey R Gruen
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT 06520, USA.,Department of Genetics, Yale University School of Medicine, New Haven, CT 06520, USA
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26
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Poor neural and perceptual phoneme discrimination during acoustic variation in dyslexia. Sci Rep 2020; 10:8646. [PMID: 32457322 PMCID: PMC7250843 DOI: 10.1038/s41598-020-65490-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Accepted: 05/04/2020] [Indexed: 12/30/2022] Open
Abstract
Whereas natural acoustic variation in speech does not compromise phoneme discrimination in healthy adults, it was hypothesized to be a challenge for developmental dyslexics. We investigated dyslexics’ neural and perceptual discrimination of native language phonemes during acoustic variation. Dyslexics and non-dyslexics heard /æ/ and /i/ phonemes in a context with fo variation and then in a context without it. Mismatch negativity (MMN) and P3a responses to phoneme changes were recorded with electroencephalogram to compare groups during ignore and attentive listening. Perceptual phoneme discrimination in the variable context was evaluated with hit-ratios and reaction times. MMN/N2bs were diminished in dyslexics in the variable context. Hit-ratios were smaller in dyslexics than controls. MMNs did not differ between groups in the context without variation. These results suggest that even distinctive vowels are challenging to discriminate for dyslexics when the context resembles natural variability of speech. This most likely reflects poor categorical perception of phonemes in dyslexics. Difficulties to detect linguistically relevant invariant information during acoustic variation in speech may contribute to dyslexics’ deficits in forming native language phoneme representations during infancy. Future studies should acknowledge that simple experimental paradigms with repetitive stimuli can be insensitive to dyslexics’ speech processing deficits.
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27
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Abstract
Developmental dyslexia, a severe deficit in literacy learning, is a neurodevelopmental learning disorder. Yet, it is not clear whether existing neurobiological accounts of dyslexia capture potential predispositions of the deficit or consequences of reduced reading experience. Here, we longitudinally followed 32 children from preliterate to school age using functional and structural magnetic resonance imaging techniques. Based on standardised and age-normed reading and spelling tests administered at school age, children were classified as 16 dyslexic participants and 16 controls. This longitudinal design allowed us to disentangle possible neurobiological predispositions for developing dyslexia from effects of individual differences in literacy experience. In our sample, the disorder can be predicted already before literacy learning from auditory cortex gyrification and aberrant downstream connectivity within the speech processing system. These results provide evidence for the notion that dyslexia may originate from an atypical maturation of the speech network that precedes literacy instruction.
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Lou C, Duan X, Altarelli I, Sweeney JA, Ramus F, Zhao J. White matter network connectivity deficits in developmental dyslexia. Hum Brain Mapp 2019; 40:505-516. [PMID: 30251768 PMCID: PMC6865529 DOI: 10.1002/hbm.24390] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2018] [Revised: 08/15/2018] [Accepted: 08/30/2018] [Indexed: 01/18/2023] Open
Abstract
A number of studies have shown an abnormal connectivity of certain white matter pathways in developmental dyslexia, as well as correlations between these white matter pathways and behavioral deficits. However, whether developmental dyslexia presents broader white matter network connectivity disruption is currently unknown. The present study reconstructed white matter networks for 26 dyslexic children (11.61 ± 1.31 years) and 31 age-matched controls (11.49 ± 1.36 years) using constrained spherical deconvolution tractography. Network-based statistics (NBS) analysis was performed to identify network connectivity deficits in dyslexic individuals. Network topological features were measured based on graph theory to examine whether these parameters correlate with literacy skills, and whether they explain additional variance over previously established white matter connectivity abnormalities in dyslexic children. The NBS analysis identified a network connecting the left-occipital-temporal cortex and temporo-parietal cortex that had decreased streamlines in dyslexic children. Four network topological parameters (clustering coefficient, local efficiency, transitivity, and global efficiency) were positively correlated with literacy skills of dyslexic children, and explained a substantial proportion of additional variance in literacy skills beyond connectivity measures of white matter pathways. This study for the first time reports a disconnection in a local subnetwork in the left hemisphere in dyslexia and shows that the global white matter network topological properties contribute to reduced literacy skills in dyslexic children.
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Affiliation(s)
- Chenglin Lou
- School of PsychologyShaanxi Normal University, and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'anChina
| | - Xiting Duan
- School of PsychologyShaanxi Normal University, and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'anChina
| | - Irene Altarelli
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Etudes CognitivesEcole Normale Supérieure, PSL Research UniversityParisFrance
- Faculty Psychology and Science De L'éducation (FPSE)University of GenevaGenevaSwitzerland
| | - John A. Sweeney
- Department of Psychiatry and Behavioral NeuroscienceUniversity of CincinnatiCincinnatiOhio
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Etudes CognitivesEcole Normale Supérieure, PSL Research UniversityParisFrance
| | - Jingjing Zhao
- School of PsychologyShaanxi Normal University, and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'anChina
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Matos M, Bara T, Clark S, Zeigelboim BS, Marques JM, Liberalesso PBN. Benign rolandic epilepsy of childhood and central auditory processing disorder: A noncasual neurophysiological association. Epilepsy Behav 2018; 89:55-58. [PMID: 30384100 DOI: 10.1016/j.yebeh.2018.06.039] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Accepted: 06/20/2018] [Indexed: 02/05/2023]
Abstract
PURPOSE The purpose of this study was to demonstrate the association between benign rolandic epilepsy of childhood (BREC) and central auditory processing disorders (CAPDs) and to test the hypothesis that an early onset of BREC could be associated with more cases of CAPD. METHOD This study has a retrospective cross-sectional design conducted from January 2006 to January 2016 including 93 patients with BREC and without intellectual disability, dyslexia, and attention-deficit hyperactivity disorders. All patients were evaluated for central auditory processing (CAP), and its presence or absence was compared with age of seizure onset. RESULTS In all patients, audiometric test results were normal, and in 43 cases (46.2%), CAPD was detected. There was no significant statistical difference in the mean age of seizure onset. CONCLUSION A significant proportion of children with BREC will have a diagnosis of CAPD at school age.
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Affiliation(s)
- Marília Matos
- Pediatric Neurology Department, Hospital Pequeno Príncipe, Curitiba, PR, Brazil
| | - Tiago Bara
- Neurosciences Core, Pelé Pequeno Príncipe Research Institute, Curitiba, PR, Brazil
| | - Samira Clark
- Pediatric Department, Hospital Pequeno Príncipe, Curitiba, PR, Brazil
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30
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Guidi LG, Velayos‐Baeza A, Martinez‐Garay I, Monaco AP, Paracchini S, Bishop DVM, Molnár Z. The neuronal migration hypothesis of dyslexia: A critical evaluation 30 years on. Eur J Neurosci 2018; 48:3212-3233. [PMID: 30218584 PMCID: PMC6282621 DOI: 10.1111/ejn.14149] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Revised: 08/06/2018] [Accepted: 08/13/2018] [Indexed: 12/29/2022]
Abstract
The capacity for language is one of the key features underlying the complexity of human cognition and its evolution. However, little is known about the neurobiological mechanisms that mediate normal or impaired linguistic ability. For developmental dyslexia, early postmortem studies conducted in the 1980s linked the disorder to subtle defects in the migration of neurons in the developing neocortex. These early studies were reinforced by human genetic analyses that identified dyslexia susceptibility genes and subsequent evidence of their involvement in neuronal migration. In this review, we examine recent experimental evidence that does not support the link between dyslexia and neuronal migration. We critically evaluate gene function studies conducted in rodent models and draw attention to the lack of robust evidence from histopathological and imaging studies in humans. Our review suggests that the neuronal migration hypothesis of dyslexia should be reconsidered, and the neurobiological basis of dyslexia should be approached with a fresh start.
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Affiliation(s)
- Luiz G. Guidi
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
- Wellcome Centre for Human GeneticsUniversity of OxfordOxfordUK
| | - Antonio Velayos‐Baeza
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
- Wellcome Centre for Human GeneticsUniversity of OxfordOxfordUK
| | - Isabel Martinez‐Garay
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
- Division of NeuroscienceSchool of BiosciencesCardiff UniversityCardiffUK
| | | | | | | | - Zoltán Molnár
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
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31
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Murphy E, Benítez-Burraco A. Toward the Language Oscillogenome. Front Psychol 2018; 9:1999. [PMID: 30405489 PMCID: PMC6206218 DOI: 10.3389/fpsyg.2018.01999] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 09/28/2018] [Indexed: 12/20/2022] Open
Abstract
Language has been argued to arise, both ontogenetically and phylogenetically, from specific patterns of brain wiring. We argue that it can further be shown that core features of language processing emerge from particular phasal and cross-frequency coupling properties of neural oscillations; what has been referred to as the language ‘oscillome.’ It is expected that basic aspects of the language oscillome result from genetic guidance, what we will here call the language ‘oscillogenome,’ for which we will put forward a list of candidate genes. We have considered genes for altered brain rhythmicity in conditions involving language deficits: autism spectrum disorders, schizophrenia, specific language impairment and dyslexia. These selected genes map on to aspects of brain function, particularly on to neurotransmitter function. We stress that caution should be adopted in the construction of any oscillogenome, given the range of potential roles particular localized frequency bands have in cognition. Our aim is to propose a set of genome-to-language linking hypotheses that, given testing, would grant explanatory power to brain rhythms with respect to language processing and evolution.
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Affiliation(s)
- Elliot Murphy
- Division of Psychology and Language Sciences, University College London, London, United Kingdom.,Department of Psychology, University of Westminster, London, United Kingdom
| | - Antonio Benítez-Burraco
- Department of Spanish Language, Linguistics and Literary Theory, University of Seville, Seville, Spain
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32
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Di Liberto GM, Peter V, Kalashnikova M, Goswami U, Burnham D, Lalor EC. Atypical cortical entrainment to speech in the right hemisphere underpins phonemic deficits in dyslexia. Neuroimage 2018; 175:70-79. [DOI: 10.1016/j.neuroimage.2018.03.072] [Citation(s) in RCA: 78] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2017] [Revised: 03/06/2018] [Accepted: 03/29/2018] [Indexed: 11/30/2022] Open
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33
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Yu X, Zuk J, Gaab N. What Factors Facilitate Resilience in Developmental Dyslexia? Examining Protective and Compensatory Mechanisms Across the Neurodevelopmental Trajectory. CHILD DEVELOPMENT PERSPECTIVES 2018; 12:240-246. [PMID: 30510595 DOI: 10.1111/cdep.12293] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Developmental dyslexia is a specific learning disability characterized by deficits reading single words. Dyslexia is heritable and has been associated with neural alterations in regions of the left hemisphere in the brain. Cognitive and neural atypicalities have been observed before children with familial risk for dyslexia begin reading, yet children who are at risk subsequently develop reading abilities on a continuum from good to poor. Of those children who develop good reading skills, what factors are associated with more successful outcomes? In this article, we review findings describing genetic, cognitive, neurobiological, and environmental factors that facilitate reading development and propose a model of neural pathways to support successful reading development in at-risk children. This research can inform educational and clinical strategies to support at-risk children. Investigating factors that contribute to the variance in behavioral outcomes among at-risk children may help us understand developmental disorders and associated etiological, compensatory, and protective factors.
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Affiliation(s)
- Xi Yu
- Boston Children's Hospital.,Harvard Medical School
| | - Jennifer Zuk
- Boston Children's Hospital.,Harvard Medical School
| | - Nadine Gaab
- Boston Children's Hospital.,Harvard Medical School.,Harvard Graduate School of Education
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34
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Serniclaes W, Seck M. Enhanced Sensitivity to Subphonemic Segments in Dyslexia: A New Instance of Allophonic Perception. Brain Sci 2018; 8:brainsci8040054. [PMID: 29587419 PMCID: PMC5924390 DOI: 10.3390/brainsci8040054] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 03/16/2018] [Accepted: 03/22/2018] [Indexed: 12/12/2022] Open
Abstract
Although dyslexia can be individuated in many different ways, it has only three discernable sources: a visual deficit that affects the perception of letters, a phonological deficit that affects the perception of speech sounds, and an audio-visual deficit that disturbs the association of letters with speech sounds. However, the very nature of each of these core deficits remains debatable. The phonological deficit in dyslexia, which is generally attributed to a deficit of phonological awareness, might result from a specific mode of speech perception characterized by the use of allophonic (i.e., subphonemic) units. Here we will summarize the available evidence and present new data in support of the “allophonic theory” of dyslexia. Previous studies have shown that the dyslexia deficit in the categorical perception of phonemic features (e.g., the voicing contrast between /t/ and /d/) is due to the enhanced sensitivity to allophonic features (e.g., the difference between two variants of /d/). Another consequence of allophonic perception is that it should also give rise to an enhanced sensitivity to allophonic segments, such as those that take place within a consonant cluster. This latter prediction is validated by the data presented in this paper.
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Affiliation(s)
- Willy Serniclaes
- Speech Perception Lab., CNRS & Paris Descartes University, 75006 Paris, France.
| | - M'ballo Seck
- Human & Artificial Cognition Lab., Paris 8 University, 93526 Saint-Denis, France.
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35
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Caverzasi E, Mandelli ML, Hoeft F, Watson C, Meyer M, Allen IE, Papinutto N, Wang C, Gandini Wheeler-Kingshott CAM, Marco EJ, Mukherjee P, Miller ZA, Miller BL, Hendren R, Shapiro KA, Gorno-Tempini ML. Abnormal age-related cortical folding and neurite morphology in children with developmental dyslexia. Neuroimage Clin 2018; 18:814-821. [PMID: 29876267 PMCID: PMC5988019 DOI: 10.1016/j.nicl.2018.03.012] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 02/16/2018] [Accepted: 03/13/2018] [Indexed: 11/28/2022]
Abstract
There is increasing recognition of a relationship between regional variability in cerebral gyrification and neurodevelopment. Recent work in morphometric MRI has shown that the local gyrification index (lGI), a measure of regional brain folding, may be altered in certain neurodevelopmental disorders. Other studies report that the lGI generally decreases with age in adolescence and young adulthood; however, little is known about how these age-dependent differences in brain maturation occur in atypical neurodevelopment and mechanisms underlying gyrification, such as synaptic pruning. Organization and optimization of dendrites and axons connections across the brain might be driving gyrification and folding processes. In this study, we first assessed lGI differences in the left hemisphere in a cohort of 39 children with developmental dyslexia (DD) between the ages of 7 and 15 years in comparison to 56 typically developing controls (TDC). To better understand the microstructural basis of these changes, we next explored the relationship between lGI differences and cortical thickness and neurite morphology by applying neurite orientation dispersion and density imaging (NODDI). We identified significant differences in lGI between children with DD and TDC in left lateral temporal and middle frontal regions. Further, DD failed to show the expected age-related decreases in lGI in the same regions. Age-related differences in lGI in DD were not explained by differences in cortical thickness, but did correlate with NODDI neurite density and orientation dispersion index. Our findings suggest that gyrification changes in DD are related to abnormal neurite morphology, and are possibly an expression of differences in synaptic pruning.
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Affiliation(s)
- Eduardo Caverzasi
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Department of Neurology, University of California, San Francisco, San Francisco, CA, USA; Biomedical Sciences PhD, Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy.
| | - Maria Luisa Mandelli
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Memory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
| | - Fumiko Hoeft
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, CA, USA
| | - Christa Watson
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Memory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
| | - Marita Meyer
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA
| | - Isabel E Allen
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, CA, USA
| | - Nico Papinutto
- Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
| | - Cheng Wang
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Memory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA; Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, CA, USA
| | - Claudia A M Gandini Wheeler-Kingshott
- Queen Square MS Centre, Department of Neuroinflammation, UCL Institute of Neurology, Russel Square House, London, United Kingdom; Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy; Brain MRI 3T Mondino Research Center, C. Mondino National Neurological Institute, Pavia, Italy
| | - Elysa J Marco
- Department of Neurology, University of California, San Francisco, San Francisco, CA, USA; Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, CA, USA; Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
| | - Pratik Mukherjee
- Neuroradiology Section, Department of Radiology and Biomedical Imaging, University of California, San Francisco, USA
| | - Zachary A Miller
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Memory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
| | - Bruce L Miller
- Department of Neurology, University of California, San Francisco, San Francisco, CA, USA; Memory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
| | - Robert Hendren
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, CA, USA
| | - Kevin A Shapiro
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
| | - Maria Luisa Gorno-Tempini
- Dyslexia Center, University of California, San Francisco, San Francisco, CA, USA; Memory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
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36
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Whitford V, O'Driscoll GA, Titone D. Reading deficits in schizophrenia and their relationship to developmental dyslexia: A review. Schizophr Res 2018; 193:11-22. [PMID: 28688740 DOI: 10.1016/j.schres.2017.06.049] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2017] [Revised: 06/23/2017] [Accepted: 06/23/2017] [Indexed: 12/12/2022]
Abstract
Although schizophrenia and developmental dyslexia are considered distinct disorders in terms of clinical presentation and functional outcome, they both involve disruption in the processes that support skilled reading, including language, auditory perception, visual perception, oculomotor control, and executive function. Further, recent work has proposed a common neurodevelopmental basis for the two disorders, as suggested by genetic and pathophysiological overlap. Thus, these lines of research suggest that reading may be similarly impacted in schizophrenia and dyslexia. In this review, we survey research on reading abilities in individuals with schizophrenia, and review the potential mechanisms underlying reading deficits in schizophrenia that may be shared with those implicated in dyslexia. Elucidating the relationship between reading impairment in schizophrenia and dyslexia could allow for a better understanding of the pathophysiological underpinnings of schizophrenia, and could facilitate remediation of cognitive deficits that impact day-to-day functioning.
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Affiliation(s)
- Veronica Whitford
- Department of Brain and Cognitive Sciences, McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, United States; Graduate School of Education, Harvard University, 13 Appian Way, Cambridge, MA 02138, United States.
| | - Gillian A O'Driscoll
- Department of Psychology, McGill University, 1205 Doctor Penfield Avenue, Montreal, QC H3A 1B1, Canada; Department of Psychiatry, McGill University, 1033 Pine Avenue West, Montreal, QC H3A 1A1, Canada; Douglas Mental Health University Institute, McGill University, 6875 LaSalle Boulevard, Verdun, QC H4H 1R3, Canada; Montreal Neurological Institute and Hospital, McGill University, 3801 University Street, Montreal, QC H3A 2B4, Canada.
| | - Debra Titone
- Department of Psychology, McGill University, 1205 Doctor Penfield Avenue, Montreal, QC H3A 1B1, Canada; Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne Street, Montreal, QC H3G 2A8, Canada.
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37
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Jaffe-Dax S, Kimel E, Ahissar M. Shorter cortical adaptation in dyslexia is broadly distributed in the superior temporal lobe and includes the primary auditory cortex. eLife 2018; 7:30018. [PMID: 29488880 PMCID: PMC5860871 DOI: 10.7554/elife.30018] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Accepted: 02/27/2018] [Indexed: 12/25/2022] Open
Abstract
Studies of the performance of individuals with dyslexia in perceptual tasks suggest that their implicit inference of sound statistics is impaired. Previously, using two-tone frequency discrimination, we found that the effect of previous trials' frequencies on the judgments of individuals with dyslexia decays faster than the effect on controls' judgments, and that the adaptation (decrease of neural response to repeated stimuli) of their ERP responses to tones is shorter (Jaffe-Dax et al., 2017). Here, we show the cortical distribution of these abnormal dynamics of adaptation using fast-acquisition fMRI. We find that faster decay of adaptation in dyslexia is widespread, although the most significant effects are found in the left superior temporal lobe, including the auditory cortex. This broad distribution suggests that the faster decay of implicit memory of individuals with dyslexia is a general characteristic of their cortical dynamics, which also affects sensory cortices.
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Affiliation(s)
- Sagi Jaffe-Dax
- Department of Psychology, Princeton University, Princeton, United States
| | - Eva Kimel
- The Edmond and Lily Safra Center for Brain Sciences, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Merav Ahissar
- The Edmond and Lily Safra Center for Brain Sciences, Hebrew University of Jerusalem, Jerusalem, Israel.,Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel
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38
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Skeide MA, Bazin PL, Trampel R, Schäfer A, Männel C, von Kriegstein K, Friederici AD. Hypermyelination of the left auditory cortex in developmental dyslexia. Neurology 2018; 90:e492-e497. [PMID: 29321232 DOI: 10.1212/wnl.0000000000004931] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Accepted: 10/27/2017] [Indexed: 12/17/2022] Open
Abstract
OBJECTIVE Cortical malformations are documented postmortem in speech processing areas of the dyslexic human brain. The goal of this pilot study was to find out if such anatomic anomalies can be detected noninvasively and in vivo. METHODS We developed a reconstruction of left perisylvian cortex profiles at a resolution of 400 μm using T1 data acquired with ultra-high-field MRI at 7T. Cortical thickness, myelinated cortical thickness, and layer-wise myelination were then compared in 6 men with developmental dyslexia and 6 healthy controls matched for age, sex, handedness, education level, and nonverbal IQ. RESULTS Compared to healthy controls, dyslexic individuals showed comparable cortical thickness (t[1,10] = 1.98, p = 0.311) but significantly increased myelinated cortical thickness ratio (t[1,10] = 3.85, p = 0.013, familywise error-corrected, Cohen d = 2.03), resulting in an area under the receiver operator characteristic curve of 0.944 (p = 0.010, standard error 0.067, 95% confidence interval 0.814-1). Moreover, T1 relaxation, especially in layer IV of the left auditory cortex, was also significantly increased (t[1,10] = 3.32, p = 0.043, familywise-error corrected, Cohen d = 1.67). CONCLUSIONS Our findings provide critical insights into the neurobiological manifestation of the most common learning disorder and suggest that our approach might also shed new light on other neurodevelopmental disorders associated with cortical abnormalities.
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Affiliation(s)
- Michael A Skeide
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany.
| | - Pierre-Louis Bazin
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany
| | - Robert Trampel
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany
| | - Andreas Schäfer
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany
| | - Claudia Männel
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany
| | - Katharina von Kriegstein
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany
| | - Angela D Friederici
- From the Departments of Neuropsychology (M.A.S., C.M., A.D.F.), Neurology (P.-L.B.), and Neurophysics (P.-L.B., R.T., A.S.), and the Max Planck Research Group Neural Mechanisms of Human Communication (K.v.K.), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig; Psychology Department (K.v.K.), Humboldt University of Berlin; and Psychology Department (K.v.K.), Technical University of Dresden, Germany
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Guidi LG, Mattley J, Martinez-Garay I, Monaco AP, Linden JF, Velayos-Baeza A, Molnár Z. Knockout Mice for Dyslexia Susceptibility Gene Homologs KIAA0319 and KIAA0319L have Unaffected Neuronal Migration but Display Abnormal Auditory Processing. Cereb Cortex 2017; 27:5831-5845. [PMID: 29045729 PMCID: PMC5939205 DOI: 10.1093/cercor/bhx269] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
Abstract
Developmental dyslexia is a neurodevelopmental disorder that affects reading ability caused by genetic and non-genetic factors. Amongst the susceptibility genes identified to date, KIAA0319 is a prime candidate. RNA-interference experiments in rats suggested its involvement in cortical migration but we could not confirm these findings in Kiaa0319-mutant mice. Given its homologous gene Kiaa0319L (AU040320) has also been proposed to play a role in neuronal migration, we interrogated whether absence of AU040320 alone or together with KIAA0319 affects migration in the developing brain. Analyses of AU040320 and double Kiaa0319;AU040320 knockouts (dKO) revealed no evidence for impaired cortical lamination, neuronal migration, neurogenesis or other anatomical abnormalities. However, dKO mice displayed an auditory deficit in a behavioral gap-in-noise detection task. In addition, recordings of click-evoked auditory brainstem responses revealed suprathreshold deficits in wave III amplitude in AU040320-KO mice, and more general deficits in dKOs. These findings suggest that absence of AU040320 disrupts firing and/or synchrony of activity in the auditory brainstem, while loss of both proteins might affect both peripheral and central auditory function. Overall, these results stand against the proposed role of KIAA0319 and AU040320 in neuronal migration and outline their relationship with deficits in the auditory system.
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Affiliation(s)
- Luiz G Guidi
- Department of Physiology, Anatomy, and Genetics, University of Oxford, Oxford OX1 3QX, UK
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford OX3 7BN, UK
| | - Jane Mattley
- Ear Institute, University College London, London WC1X 8EE, UK
| | - Isabel Martinez-Garay
- Department of Physiology, Anatomy, and Genetics, University of Oxford, Oxford OX1 3QX, UK
| | - Anthony P Monaco
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford OX3 7BN, UK
- Current address: Office of the President, Ballou Hall, Tufts University, Medford, MA 02155, USA
| | - Jennifer F Linden
- Ear Institute, University College London, London WC1X 8EE, UK
- Department of Neuroscience, Physiology & Pharmacology, University College London, London WC1E 6BT, UK
| | | | - Zoltán Molnár
- Department of Physiology, Anatomy, and Genetics, University of Oxford, Oxford OX1 3QX, UK
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Auditory processing deficits are sometimes necessary and sometimes sufficient for language difficulties in children: Evidence from mild to moderate sensorineural hearing loss. Cognition 2017; 166:139-151. [DOI: 10.1016/j.cognition.2017.04.014] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2015] [Revised: 04/26/2017] [Accepted: 04/30/2017] [Indexed: 12/12/2022]
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Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L. Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neurosci Biobehav Rev 2017; 84:434-452. [PMID: 28797557 DOI: 10.1016/j.neubiorev.2017.08.001] [Citation(s) in RCA: 94] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2016] [Revised: 07/28/2017] [Accepted: 08/02/2017] [Indexed: 01/18/2023]
Abstract
Investigations into the neuroanatomical bases of developmental dyslexia have now spanned more than 40 years, starting with the post-mortem examination of a few individual brains in the 60s and 70s, and exploding in the 90s with the widespread use of MRI. The time is now ripe to reappraise the considerable amount of data gathered with MRI using different types of sequences (T1, diffusion, spectroscopy) and analysed using different methods (manual, voxel-based or surface-based morphometry, fractional anisotropy and tractography, multivariate analyses…). While selective reviews of mostly small-scale studies seem to provide a coherent view of the brain disruptions that are typical of dyslexia, involving left perisylvian and occipito-temporal regions, we argue that this view may be deceptive and that meta-analyses and large-scale studies rather highlight many inconsistencies and limitations. We discuss problems inherent to small sample size as well as methodological difficulties that still undermine the discovery of reliable neuroanatomical bases of dyslexia, and we outline some recommendations to further improve this research area.
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Affiliation(s)
- Franck Ramus
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France.
| | - Irene Altarelli
- Brain and Learning Lab, Campus Biotech, University of Geneva, 9 Chemin des Mines, 1205 Geneva, Switzerland
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, 3 Pasteur St, 02-093 Warsaw, Poland
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, Shaanxi, 710062, China
| | - Lou Scotto di Covella
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France
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Parrila RK, Protopapas A. Dyslexia and word reading problems. STUDIES IN WRITTEN LANGUAGE AND LITERACY 2017. [DOI: 10.1075/swll.15.19par] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
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An oscillopathic approach to developmental dyslexia: From genes to speech processing. Behav Brain Res 2017; 329:84-95. [DOI: 10.1016/j.bbr.2017.03.048] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2017] [Revised: 03/14/2017] [Accepted: 03/18/2017] [Indexed: 12/27/2022]
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Wang Y, Mauer MV, Raney T, Peysakhovich B, Becker BLC, Sliva DD, Gaab N. Development of Tract-Specific White Matter Pathways During Early Reading Development in At-Risk Children and Typical Controls. Cereb Cortex 2017; 27:2469-2485. [PMID: 27114172 PMCID: PMC5964366 DOI: 10.1093/cercor/bhw095] [Citation(s) in RCA: 69] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia is a neurodevelopmental disorder with a strong genetic basis. Previous studies observed white matter alterations in the left posterior brain regions in adults and school-age children with dyslexia. However, no study yet has examined the development of tract-specific white matter pathways from the pre-reading to the fluent reading stage in children at familial risk for dyslexia (FHD+) versus controls (FHD-). This study examined white matter integrity at pre-reading, beginning, and fluent reading stages cross-sectionally ( n = 78) and longitudinally (n = 45) using an automated fiber-tract quantification method. Our findings depict white matter alterations and atypical lateralization of the arcuate fasciculus at the pre-reading stage in FHD+ versus FHD- children. Moreover, we demonstrate faster white matter development in subsequent good versus poor readers and a positive association between white matter maturation and reading development using a longitudinal design. Additionally, the combination of white matter maturation, familial risk, and psychometric measures best predicted later reading abilities. Furthermore, within FHD+ children, subsequent good readers exhibited faster white matter development in the right superior longitudinal fasciculus compared with subsequent poor readers, suggesting a compensatory mechanism. Overall, our findings highlight the importance of white matter pathway maturation in the development of typical and atypical reading skills.
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Affiliation(s)
- Yingying Wang
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
- Harvard Medical School, Boston, MA 02115, USA
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, Lincoln, NE 68583, USA
| | - Meaghan V. Mauer
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Talia Raney
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Barbara Peysakhovich
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Bryce L. C. Becker
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Danielle D. Sliva
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Nadine Gaab
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
- Harvard Medical School, Boston, MA 02115, USA
- Harvard Graduate School of Education, Cambridge, MA 02138, USA
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Jaffe-Dax S, Frenkel O, Ahissar M. Dyslexics' faster decay of implicit memory for sounds and words is manifested in their shorter neural adaptation. eLife 2017; 6. [PMID: 28115055 PMCID: PMC5279949 DOI: 10.7554/elife.20557] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2016] [Accepted: 01/09/2017] [Indexed: 11/13/2022] Open
Abstract
Dyslexia is a prevalent reading disability whose underlying mechanisms are still disputed. We studied the neural mechanisms underlying dyslexia using a simple frequency-discrimination task. Though participants were asked to compare the two tones in each trial, implicit memory of previous trials affected their responses. We hypothesized that implicit memory decays faster among dyslexics. We tested this by increasing the temporal intervals between consecutive trials, and by measuring the behavioral impact and ERP responses from the auditory cortex. Dyslexics showed a faster decay of implicit memory effects on both measures, with similar time constants. Finally, faster decay of implicit memory also characterized the impact of sound regularities in benefitting dyslexics' oral reading rate. Their benefit decreased faster as a function of the time interval from the previous reading of the same non-word. We propose that dyslexics’ shorter neural adaptation paradoxically accounts for their longer reading times, since it reduces their temporal window of integration of past stimuli, resulting in noisier and less reliable predictions for both simple and complex stimuli. Less reliable predictions limit their acquisition of reading expertise. DOI:http://dx.doi.org/10.7554/eLife.20557.001 The term “dyslexia” comes from the Greek for “difficulty with words”. People with dyslexia struggle with reading and spelling: they may mix up letters within words and tend to read and write more slowly than others. However, not every symptom of dyslexia is related to literacy. Affected individuals also differ from good readers on simple perceptual tasks, such as distinguishing between tones of different frequencies. In a series of trials involving discrimination between pairs of tones, a person’s performance on each trial will be influenced by the tones presented on previous trials. Both good readers and individuals with dyslexia automatically form a subconscious memory of the tones they hear, and use this memory to guide their performance on subsequent trials. However, people with dyslexia benefit less from this effect than good readers. Jaffe-Dax et al. have now identified the mechanism that underlies this phenomenon, revealing new insights into how dyslexia influences brain activity. By varying the interval between successive pairs of tones, the experiments showed that the memory of previous tones decays faster in people with dyslexia than in good readers. A similar effect occurs when the stimuli are nonsense words. Both good and poor readers manage to read nonsense words more quickly on their second attempt. However, people with dyslexia benefit less from the previous exposure when the gap between repetitions is longer than a couple of seconds. Further studies are needed to determine whether and how the faster decay of memory traces for words is related to impaired reading ability in people with dyslexia. One possibility is that the faster decay of memory traces makes it more difficult to predict future stimuli, which may impair reading. An imaging study is underway to investigate where in the brain this rapid decay of memory traces occurs. DOI:http://dx.doi.org/10.7554/eLife.20557.002
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Affiliation(s)
- Sagi Jaffe-Dax
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel.,Department of Psychology, Princeton University, Princeton, United States
| | - Or Frenkel
- Psychology Department, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Merav Ahissar
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel.,Psychology Department, The Hebrew University of Jerusalem, Jerusalem, Israel
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Neef NE, Müller B, Liebig J, Schaadt G, Grigutsch M, Gunter TC, Wilcke A, Kirsten H, Skeide MA, Kraft I, Kraus N, Emmrich F, Brauer J, Boltze J, Friederici AD. Dyslexia risk gene relates to representation of sound in the auditory brainstem. Dev Cogn Neurosci 2017; 24:63-71. [PMID: 28182973 PMCID: PMC6987796 DOI: 10.1016/j.dcn.2017.01.008] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2016] [Revised: 01/15/2017] [Accepted: 01/15/2017] [Indexed: 12/20/2022] Open
Abstract
Previous studies associate poor reading with unstable speech-evoked brainstem responses. DCDC2 and KIAA0319 risk alleles form a strong genetic link with developmental dyslexia. Genetic burden with KIAA0319 risk is related to unstable speech-evoked brainstem responses. Genetic burden with DCDC2 risk is related to intact speech-evoked brainstem responses. Revealed brain-gene relationships may inform the multifactorial pathophysiology of dyslexia.
Dyslexia is a reading disorder with strong associations with KIAA0319 and DCDC2. Both genes play a functional role in spike time precision of neurons. Strikingly, poor readers show an imprecise encoding of fast transients of speech in the auditory brainstem. Whether dyslexia risk genes are related to the quality of sound encoding in the auditory brainstem remains to be investigated. Here, we quantified the response consistency of speech-evoked brainstem responses to the acoustically presented syllable [da] in 159 genotyped, literate and preliterate children. When controlling for age, sex, familial risk and intelligence, partial correlation analyses associated a higher dyslexia risk loading with KIAA0319 with noisier responses. In contrast, a higher risk loading with DCDC2 was associated with a trend towards more stable responses. These results suggest that unstable representation of sound, and thus, reduced neural discrimination ability of stop consonants, occurred in genotypes carrying a higher amount of KIAA0319 risk alleles. Current data provide the first evidence that the dyslexia-associated gene KIAA0319 can alter brainstem responses and impair phoneme processing in the auditory brainstem. This brain-gene relationship provides insight into the complex relationships between phenotype and genotype thereby improving the understanding of the dyslexia-inherent complex multifactorial condition.
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Affiliation(s)
- Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany.
| | - Bent Müller
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany
| | - Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Gesa Schaadt
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany; Department of Psychology, Humboldt-Universität zu Berlin, 12489 Berlin, Germany
| | - Maren Grigutsch
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Thomas C Gunter
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Arndt Wilcke
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany
| | - Holger Kirsten
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany; Institute for Medical Informatics, Statistics and Epidemiology, University of Leipzig and LIFE-Leipzig Research Center for Civilization Diseases, University of Leipzig, Germany
| | - Michael A Skeide
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Indra Kraft
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Nina Kraus
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208, USA
| | - Frank Emmrich
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany
| | - Jens Brauer
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Johannes Boltze
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany; Department of Medical Cell Technology, Fraunhofer Research Institution for Marine Biotechnology, and Institute for Medical and Marine Biotechnology, University of Lübeck, Germany
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
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Kong R, Song RR. [Research advances in susceptible genes for developmental dyslexia in children]. ZHONGGUO DANG DAI ER KE ZA ZHI = CHINESE JOURNAL OF CONTEMPORARY PEDIATRICS 2016; 18:1308-1312. [PMID: 27974128 PMCID: PMC7403085 DOI: 10.7499/j.issn.1008-8830.2016.12.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/03/2016] [Accepted: 08/24/2016] [Indexed: 06/06/2023]
Abstract
Developmental dyslexia in children is one of the neurodevelopmental disorders and is affected by various susceptible genes. In recent years, researchers have found some susceptible genes for dyslexia via chromosome analysis, genome-wide association studies, association analysis, gene function research, neuroimaging, and neurophysiological techniques. This article reviews the research advances in susceptible genes for developmental dyslexia, and with the study on susceptible genes for dyslexia, it lays a foundation for in-depth studies on the "gene-brain-behavior" level and provides scientific clues for exploring etiology and pathogenesis of dyslexia.
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Affiliation(s)
- Rui Kong
- Department of Maternal and Child Health Care, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China.
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Predicting early signs of dyslexia at a preliterate age by combining behavioral assessment with structural MRI. Neuroimage 2016; 143:378-386. [PMID: 27608602 DOI: 10.1016/j.neuroimage.2016.09.004] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2016] [Revised: 08/23/2016] [Accepted: 09/02/2016] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Recent studies suggest that neurobiological anomalies are already detectable in pre-school children with a family history of developmental dyslexia (DD). However, there is a lack of longitudinal studies showing a direct link between those differences at a preliterate age and the subsequent literacy difficulties seen in school. It is also not clear whether the prediction of DD in pre-school children can be significantly improved when considering neurobiological predictors, compared to models based on behavioral literacy precursors only. METHODS We recruited 53 pre-reading children either with (N=25) or without a family risk of DD (N=28). Quantitative T1 MNI data and literacy precursor abilities were assessed at kindergarten age. A subsample of 35 children was tested for literacy skills either one or two years later, that is, either in first or second grade. RESULTS The group comparison of quantitative T1 measures revealed significantly higher T1 intensities in the left anterior arcuate fascicle (AF), suggesting reduced myelin concentration in preliterate children at risk of DD. A logistic regression showed that DD can be predicted significantly better (p=.024) when neuroanatomical differences between groups are used as predictors (80%) compared to a model based on behavioral predictors only (63%). The Wald statistic confirmed that the T1 intensity of the left AF is a statistically significant predictor of DD (p<.05). CONCLUSIONS Our longitudinal results provide evidence for the hypothesis that neuroanatomical anomalies in children with a family risk of DD are related to subsequent problems in acquiring literacy. Particularly, solid white matter organization in the left anterior arcuate fascicle seems to play a pivotal role.
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Vandermosten M, Hoeft F, Norton ES. Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Curr Opin Behav Sci 2016; 10:155-161. [PMID: 27458603 DOI: 10.1016/j.cobeha.2016.06.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The neurobiological substrates that cause people with dyslexia to experience difficulty in acquiring accurate and fluent reading skills are still largely unknown. Although structural and functional brain anomalies associated with dyslexia have been reported in adults and school-age children, these anomalies may represent differences in reading experience rather than the etiology of dyslexia. Conducting MRI studies of pre-readers at risk for dyslexia is one approach that enables us to identify brain alterations that exist before differences in reading experience emerge. The current review summarizes MRI studies that examine brain differences associated with risk for dyslexia in children before reading instruction and meta-analyzes these studies. In order to link these findings with current etiological theories of dyslexia, we focus on studies that take a modular perspective rather than a network approach. Although some of the observed differences in pre-readers at risk for dyslexia may still be shaped by language experiences during the first years of life, such studies underscore the existence of reading-related brain anomalies prior to reading onset and could eventually lead to earlier and more precise diagnosis and treatment of dyslexia.
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Affiliation(s)
- Maaike Vandermosten
- University of California San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco CA 94143, USA; KU Leuven, Department of Psychology and Educational Science, L. Vanderkelenstraat 32, Leuven, Belgium
| | - Fumiko Hoeft
- University of California San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco CA 94143, USA; Haskins Laboratories, 300 George St. #900, New Haven CT 06511, USA; Keio University School of Medicine, Department of Neuropsychiatry, 35 Shinanomachi, Shinjuku-ku, Tokyo 160-8582, Japan
| | - Elizabeth S Norton
- Northwestern University, Roxelyn & Richard Pepper Department of Communication Sciences and Disorders, 2240 Campus Dr., Evanston IL 60208, USA
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Why is the processing of global motion impaired in adults with developmental dyslexia? Brain Cogn 2016; 108:20-31. [PMID: 27429095 PMCID: PMC5029198 DOI: 10.1016/j.bandc.2016.07.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2015] [Revised: 07/05/2016] [Accepted: 07/08/2016] [Indexed: 01/28/2023]
Abstract
Individuals with dyslexia are purported to have a selective dorsal stream impairment that manifests as a deficit in perceiving visual global motion relative to global form. However, the underlying nature of the visual deficit in readers with dyslexia remains unclear. It may be indicative of a difficulty with motion detection, temporal processing, or any task that necessitates integration of local visual information across multiple dimensions (i.e. both across space and over time). To disentangle these possibilities we administered four diagnostic global motion and global form tasks to a large sample of adult readers (N=106) to characterise their perceptual abilities. Two sets of analyses were conducted. First, to investigate if general reading ability is associated with performance on the visual tasks across the entire sample, a composite reading score was calculated and entered into a series of continuous regression analyses. Next, to investigate if the performance of readers with dyslexia differs from that of good readers on the visual tasks we identified a group of forty-three individuals for whom phonological decoding was specifically impaired, consistent with the dyslexic profile, and compared their performance with that of good readers who did not exhibit a phonemic deficit. Both analyses yielded a similar pattern of results. Consistent with previous research, coherence thresholds of poor readers were elevated on a random-dot global motion task and a spatially one-dimensional (1-D) global motion task, but no difference was found on a static global form task. However, our results extend those of previous studies by demonstrating that poor readers exhibited impaired performance on a temporally-defined global form task, a finding that is difficult to reconcile with the dorsal stream vulnerability hypothesis. This suggests that the visual deficit in developmental dyslexia does not reflect an impairment detecting motion per se. It is better characterised as a difficulty processing temporal information, which is exacerbated when local visual cues have to be integrated across multiple (>2) dimensions.
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