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Bonte M, Brem S. Unraveling individual differences in learning potential: A dynamic framework for the case of reading development. Dev Cogn Neurosci 2024; 66:101362. [PMID: 38447471 PMCID: PMC10925938 DOI: 10.1016/j.dcn.2024.101362] [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: 07/06/2023] [Revised: 02/02/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024] Open
Abstract
Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.
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Affiliation(s)
- Milene Bonte
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands.
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; URPP Adaptive Brain Circuits in Development and Learning (AdaBD), University of Zurich, Zurich, Switzerland
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2
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Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia. Brain Sci 2022; 12:brainsci12030412. [PMID: 35326368 PMCID: PMC8946763 DOI: 10.3390/brainsci12030412] [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: 02/14/2022] [Revised: 03/11/2022] [Accepted: 03/11/2022] [Indexed: 02/04/2023] Open
Abstract
Although allophonic speech processing has been hypothesized to be a contributing factor in developmental dyslexia, experimental evidence is limited and inconsistent. The current study compared the categorization of native similar sounding vowels of typically developing (TD) children and children at familial risk (FR) of dyslexia. EEG response was collected in a non-attentive passive oddball paradigm from 35 TD and 35 FR Dutch 20-month-old infants who were matched on vocabulary. The children were presented with two nonwords “giep” [ɣip] and “gip” [ɣIp] that contrasted solely with respect to the vowel. In the multiple-speaker condition, both nonwords were produced by twelve different speakers while in the single-speaker condition, single tokens of each word were used as stimuli. For both conditions and for both groups, infant positive mismatch response (p-MMR) was elicited, and the p-MMR amplitude was comparable between the two groups, although the FR children had a later p-MMR peak than the TD children in the multiple-speaker condition. These findings indicate that FR children are able to categorize speech sounds, but that they may do so in a more effortful way than TDs.
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3
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Romanovska L, Bonte M. How Learning to Read Changes the Listening Brain. Front Psychol 2021; 12:726882. [PMID: 34987442 PMCID: PMC8721231 DOI: 10.3389/fpsyg.2021.726882] [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] [Received: 06/17/2021] [Accepted: 11/23/2021] [Indexed: 01/18/2023] Open
Abstract
Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child's brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children's reading skills unfold.
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Affiliation(s)
| | - Milene Bonte
- *Correspondence: Linda Romanovska, ; Milene Bonte,
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4
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The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities. Ear Hear 2021; 42:803-813. [PMID: 33416258 DOI: 10.1097/aud.0000000000000984] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES To investigate associations between auditory processing abilities, cognitive abilities, listening ability, and reading ability in children. DESIGN This was a cross-sectional study involving 155 children (105 referred for auditory processing assessment and 50 with no reported listening concerns) aged between 7 and 13 years. Each child was assessed on auditory processing tests, cognitive tests, and a reading test. Additional data on reading ability were provided by the reading score from a national test. Questionnaires about the child's listening ability were completed by a parent, a teacher, and the child. RESULTS Structural equation models relating auditory processing abilities, cognitive abilities, listening ability, and reading ability were developed. There was evidence that listening and reading abilities were associated with cognitive abilities when adjusting for auditory processing abilities, but little evidence that listening and reading abilities were associated with auditory processing abilities when adjusting for cognitive abilities. CONCLUSIONS It should not be assumed that auditory processing tests and cognitive tests measure separate abilities. When investigating the association between auditory processing abilities and real-world abilities, it is important to adjust for cognitive abilities. Children with listening difficulties should undergo cognitive assessments in addition to auditory processing assessments.
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5
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Romanovska L, Janssen R, Bonte M. Cortical responses to letters and ambiguous speech vary with reading skills in dyslexic and typically reading children. NEUROIMAGE-CLINICAL 2021; 30:102588. [PMID: 33618236 PMCID: PMC7907898 DOI: 10.1016/j.nicl.2021.102588] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 01/26/2021] [Accepted: 02/02/2021] [Indexed: 11/25/2022]
Abstract
Text recalibrates ambiguous speech perception in children with and without dyslexia. Dyslexia and poorer reading skills are linked to reduced left fusiform activation. Poorer letter-speech sound matching is linked to higher superior temporal activation.
One of the proposed issues underlying reading difficulties in dyslexia is insufficiently automatized letter-speech sound associations. In the current fMRI experiment, we employ text-based recalibration to investigate letter-speech sound mappings in 8–10 year-old children with and without dyslexia. Here an ambiguous speech sound /a?a/ midway between /aba/ and /ada/ is combined with disambiguating “aba” or “ada” text causing a perceptual shift of the ambiguous /a?a/ sound towards the text (recalibration). This perceptual shift has been found to be reduced in adults but not in children with dyslexia compared to typical readers. Our fMRI results show significantly reduced activation in the left fusiform in dyslexic compared to typical readers, despite comparable behavioural performance. Furthermore, enhanced audio-visual activation within this region was linked to better reading and phonological skills. In contrast, higher activation in bilateral superior temporal cortex was associated with lower letter-speech sound identification fluency. These findings reflect individual differences during the early stages of reading development with reduced recruitment of the left fusiform in dyslexic readers together with an increased involvement of the superior temporal cortex in children with less automatized letter-speech sound associations.
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Affiliation(s)
- Linda Romanovska
- Maastricht Brain Imaging Center, Department Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands.
| | - Roef Janssen
- Maastricht Brain Imaging Center, Department Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Milene Bonte
- Maastricht Brain Imaging Center, Department Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
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6
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Campos HDOV, Alves LM, Pereira LA, Rothe-Neves R. Rise Time Perception, Phonological Processing, and Reading in Brazilian Portuguese-Speaking Schoolchildren. Folia Phoniatr Logop 2021; 73:513-526. [PMID: 33440371 DOI: 10.1159/000512850] [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: 03/17/2020] [Accepted: 11/05/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND/AIMS Studies of people with dyslexia have pointed to the ability to perceive the amplitude envelope rise time ("beat" perception) as a possible cause of phonological processing (PhP) difficulties in this population. However, there are very few studies about the relationships between such skills in the non-dyslexic school population. METHODS We investigated the influence of the beat perception ability on PhP and reading skills of 93 Brazilian Portuguese-speaking schoolchildren from the 3rd to the 5th year, with data on reading, phonological awareness (PhA), lexical access, phonological operational memory, and perception of amplitude envelope rise time. To verify the possible effects of age, gender, and school grade on the tasks in the study, we directly included these variables in the models. RESULTS Modeling structural equations showed that beat perception did not influence PhP or reading skills, but only the tasks of repetition of words and pseudowords. These tasks may be related because of the demand for phonological working memory necessary to perform the beat perception task rather than a possible connection between this and phonological abilities, as reported in the literature. CONCLUSION We suspect beat perception could be of relevance only for subjects with altered reading and/or a deficit in PhP. Further studies will indicate whether the rise time of the amplitude envelope is an essential acoustic clue only for those individuals whose PhA ability is not fully present.
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Affiliation(s)
| | | | - Leandro Alves Pereira
- Biometrics and Statistics Study Group, Mathematics Faculty, Universidade Federal de Uberlândia, Uberlândia, Brazil
| | - Rui Rothe-Neves
- Phonetics Laboratory, Faculdade de Letras, UFMG, Belo Horizonte, Brazil,
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7
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Liu N, Zhao J, Huang C, Xing X, Lu S, Wang Z. Predicting early reading fluency based on preschool measures of low‐level visual temporal processing: A possible mediation by high‐level visual temporal processing skills. INFANT AND CHILD DEVELOPMENT 2020. [DOI: 10.1002/icd.2211] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Ningyu Liu
- Key Laboratory of Learning and Cognition School of Psychology, Capital Normal University Beijing China
| | - Jing Zhao
- Key Laboratory of Learning and Cognition School of Psychology, Capital Normal University Beijing China
| | - Chen Huang
- Key Laboratory of Learning and Cognition School of Psychology, Capital Normal University Beijing China
| | - Xiaopei Xing
- Key Laboratory of Learning and Cognition School of Psychology, Capital Normal University Beijing China
| | - Shan Lu
- Key Laboratory of Learning and Cognition School of Psychology, Capital Normal University Beijing China
| | - Zhengyan Wang
- Key Laboratory of Learning and Cognition School of Psychology, Capital Normal University Beijing China
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8
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Yu X, Zuk J, Perdue MV, Ozernov‐Palchik O, Raney T, Beach SD, Norton ES, Ou Y, Gabrieli JDE, Gaab N. Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills. Hum Brain Mapp 2020; 41:2827-2845. [PMID: 32166830 PMCID: PMC7294063 DOI: 10.1002/hbm.24980] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 01/18/2020] [Accepted: 02/26/2020] [Indexed: 01/16/2023] Open
Abstract
Developmental dyslexia affects 40-60% of children with a familial risk (FHD+) compared to a general prevalence of 5-10%. Despite the increased risk, about half of FHD+ children develop typical reading abilities (FHD+Typical). Yet the underlying neural characteristics of favorable reading outcomes in at-risk children remain unknown. Utilizing a retrospective, longitudinal approach, this study examined whether putative protective neural mechanisms can be observed in FHD+Typical at the prereading stage. Functional and structural brain characteristics were examined in 47 FHD+ prereaders who subsequently developed typical (n = 35) or impaired (n = 12) reading abilities and 34 controls (FHD-Typical). Searchlight-based multivariate pattern analyses identified distinct activation patterns during phonological processing between FHD+Typical and FHD-Typical in right inferior frontal gyrus (RIFG) and left temporo-parietal cortex (LTPC) regions. Follow-up analyses on group-specific classification patterns demonstrated LTPC hypoactivation in FHD+Typical compared to FHD-Typical, suggesting this neural characteristic as an FHD+ phenotype. In contrast, RIFG showed hyperactivation in FHD+Typical than FHD-Typical, and its activation pattern was positively correlated with subsequent reading abilities in FHD+ but not controls (FHD-Typical). RIFG hyperactivation in FHD+Typical was further associated with increased interhemispheric functional and structural connectivity. These results suggest that some protective neural mechanisms are already established in FHD+Typical prereaders supporting their typical reading development.
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Affiliation(s)
- Xi Yu
- State Key Laboratory of Cognitive Neuroscience and LearningBeijing Normal UniversityBeijingChina
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of MedicineBoston Children's HospitalBostonMassachusettsUSA
| | - Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of MedicineBoston Children's HospitalBostonMassachusettsUSA
| | - Meaghan V. Perdue
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of MedicineBoston Children's HospitalBostonMassachusettsUSA
- Department of Psychological SciencesUniversity of ConnecticutStorrsConnecticutUSA
- Haskins LaboratoriesNew HavenConnecticutUSA
| | - Ola Ozernov‐Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of MedicineBoston Children's HospitalBostonMassachusettsUSA
- McGovern Institute for Brain Research, Massachusetts Institute of TechnologyCambridgeMassachusettsUSA
| | - Talia Raney
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of MedicineBoston Children's HospitalBostonMassachusettsUSA
| | - Sara D. Beach
- McGovern Institute for Brain Research, Massachusetts Institute of TechnologyCambridgeMassachusettsUSA
- Division of Medical SciencesHarvard UniversityCambridgeMassachusettsUSA
| | - Elizabeth S. Norton
- Department of Communication Sciences and DisordersNorthwestern UniversityEvanstonIllinoisUSA
| | - Yangming Ou
- Division of Newborn MedicineBoston Children’s HospitalBostonMassachusettsUSA
- Fetal‐Neonatal Neuroimaging and Developmental Science CenterBoston Children’s HospitalBostonMassachusettsUSA
- Department of RadiologyBoston Children’s HospitalBostonMassachusettsUSA
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research, Massachusetts Institute of TechnologyCambridgeMassachusettsUSA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of MedicineBoston Children's HospitalBostonMassachusettsUSA
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Harvard Graduate School of EducationCambridgeMassachusettsUSA
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9
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Auditory processing deficit in individuals with dyslexia: A meta-analysis of mismatch negativity. Neurosci Biobehav Rev 2020; 116:396-405. [PMID: 32610180 DOI: 10.1016/j.neubiorev.2020.06.032] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Revised: 06/21/2020] [Accepted: 06/25/2020] [Indexed: 11/22/2022]
Abstract
Several previous studies have used mismatch negativity (MMN) to examine the auditory processing deficit in individuals with dyslexia. However, researchers have not clearly determined whether the deficit is general or specific and how it potentially changes with age. Meta-analysis was adopted to quantitatively identify the auditory processing deficit in individuals with dyslexia. By analysing 81 results within 25 publications that employed passive oddball paradigms to explore auditory processing in individuals with dyslexia, we identified that MMN impairment in auditory processing of speech was observed in children (Cohen's d = 0.296) and adults with dyslexia (Cohen's d = 0.486). Besides, adults with dyslexia showed atypical auditory processing of non-speech (Cohen's d = 0.409), which appeared to be related to the types of stimuli. Based on these findings, for individuals with dyslexia, the auditory processing deficit in speech will persist into adulthood, and the auditory processing deficit is general in adults with dyslexia. Because few studies used appropriate non-speech stimuli to examine the auditory processing in children with dyslexia, future studies should focus more on this area.
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10
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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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11
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Łuniewska M, Chyl K, Dębska A, Banaszkiewicz A, Żelechowska A, Marchewka A, Grabowska A, Jednoróg K. Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network. Front Neurosci 2019; 13:1287. [PMID: 31849595 PMCID: PMC6895138 DOI: 10.3389/fnins.2019.01287] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Accepted: 11/13/2019] [Indexed: 11/13/2022] Open
Abstract
Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning readers with (n = 55) and without (n = 35) familial risk of dyslexia who became typical readers (n = 70) or developed dyslexia (n = 20). We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory rhyme judgment task. This task was applied when participants were starting formal education, and repeated 2 years later. By applying two alternative group splits, we analyzed the effects of dyslexia and the effects of familial risk of dyslexia separately. We found that the phonological brain network undergoes reorganization during the first 2 years of formal education. This process proceeds differently depending on the presence of a familial history of dyslexia and reading impairment. Typical readers without risk for dyslexia activate structures responsible for phonological processing already at the beginning of literacy. This group shows reduced brain activation over time during phonological processing, perhaps due to automatization of phonological skills. Children who develop reading impairment present a delay in the development of phonological structures such as the bilateral superior temporal gyri, left middle temporal gyrus, right insula and right frontal cortex, where we observed time and group interaction. Finally, typical readers with familial risk of dyslexia also present an atypical development of the neural phonological structures, visible both at the beginning of reading instruction and 2 years later. These children used a presumably efficient neural mechanism of phonological processing, based on the activation of the precentral and postcentral gyri, and achieved a typical level of phonological awareness.
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Affiliation(s)
- Magdalena Łuniewska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Katarzyna Chyl
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agnieszka Dębska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Anna Banaszkiewicz
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agata Żelechowska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway
| | - Artur Marchewka
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Anna Grabowska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- Faculty of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | - Katarzyna Jednoróg
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
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12
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Vandermosten M, Correia J, Vanderauwera J, Wouters J, Ghesquière P, Bonte M. Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia. Dev Sci 2019; 23:e12857. [PMID: 31090993 DOI: 10.1111/desc.12857] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 04/03/2019] [Accepted: 04/29/2019] [Indexed: 12/13/2022]
Abstract
There is an ongoing debate whether phonological deficits in dyslexics should be attributed to (a) less specified representations of speech sounds, like suggested by studies in young children with a familial risk for dyslexia, or (b) to an impaired access to these phonemic representations, as suggested by studies in adults with dyslexia. These conflicting findings are rooted in between study differences in sample characteristics and/or testing techniques. The current study uses the same multivariate functional MRI (fMRI) approach as previously used in adults with dyslexia to investigate phonemic representations in 30 beginning readers with a familial risk and 24 beginning readers without a familial risk of dyslexia, of whom 20 were later retrospectively classified as dyslexic. Based on fMRI response patterns evoked by listening to different utterances of /bA/ and /dA/ sounds, multivoxel analyses indicate that the underlying activation patterns of the two phonemes were distinct in children with a low family risk but not in children with high family risk. However, no group differences were observed between children that were later classified as typical versus dyslexic readers, regardless of their family risk status, indicating that poor phonemic representations constitute a risk for dyslexia but are not sufficient to result in reading problems. We hypothesize that poor phonemic representations are trait (family risk) and not state (dyslexia) dependent, and that representational deficits only lead to reading difficulties when they are present in conjunction with other neuroanatomical or-functional deficits.
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Affiliation(s)
- Maaike Vandermosten
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium.,Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Joao Correia
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands.,Basque Center on Cognition, Brain and Language, San Sebastian, Spain
| | - Jolijn Vanderauwera
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Milene Bonte
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
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13
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Leppänen PHT, Tóth D, Honbolygó F, Lohvansuu K, Hämäläinen JA, Demonet JF, Schulte-Körne G, Csépe V. Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties. Sci Rep 2019; 9:8487. [PMID: 31186430 PMCID: PMC6560029 DOI: 10.1038/s41598-019-41992-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2017] [Accepted: 01/18/2019] [Indexed: 11/09/2022] Open
Abstract
Neuroscience findings have recently received critique on the lack of replications. To examine the reproducibility of brain indices of speech sound discrimination and their role in dyslexia, a specific reading difficulty, brain event-related potentials using EEG were measured using the same cross-linguistic passive oddball paradigm in about 200 dyslexics and 200 typically reading 8-12-year-old children from four countries with different native languages. Brain responses indexing speech and non-speech sound discrimination were extremely reproducible, supporting the validity and reliability of cognitive neuroscience methods. Significant differences between typical and dyslexic readers were found when examined separately in different country and language samples. However, reading group differences occurred at different time windows and for different stimulus types between the four countries. This finding draws attention to the limited generalizability of atypical brain response findings in children with dyslexia across language environments and raises questions about a common neurobiological factor for dyslexia. Our results thus show the robustness of neuroscience methods in general while highlighting the need for multi-sample studies in the brain research of language disorders.
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Affiliation(s)
- Paavo H T Leppänen
- Centre for Interdisciplinary Brain Research, Department of Psychology, P.O. Box 35, 40014 University of Jyväskylä, Jyväskylä, Finland.
| | - Dénes Tóth
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, 1519, Budapest, P.O. Box 286, Hungary
| | - Ferenc Honbolygó
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, 1519, Budapest, P.O. Box 286, Hungary
| | - Kaisa Lohvansuu
- Centre for Interdisciplinary Brain Research, Department of Psychology, P.O. Box 35, 40014 University of Jyväskylä, Jyväskylä, Finland
| | - Jarmo A Hämäläinen
- Centre for Interdisciplinary Brain Research, Department of Psychology, P.O. Box 35, 40014 University of Jyväskylä, Jyväskylä, Finland
| | | | - Jean-Francois Demonet
- Université de Toulouse, UPS, Imagerie cérébrale et handicaps neurologiques UMR 825; CHU Purpan, Place du Dr Baylac, F-31059, Toulouse Cedex 9, France.,Leenaards Memory Center, Département Neurosciences Cliniques, Centre Hospitalier Universitaire Vaudois (CHUV) & University of Lausanne, Rue du Bugnon 46, CH-1011, Lausanne, Switzerland
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Ludwig-Maximilians-Universität, Nußbaumstr 5a, 80336, Munich, Germany
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, 1519, Budapest, P.O. Box 286, Hungary
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14
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Vanderauwera J, Altarelli I, Vandermosten M, De Vos A, Wouters J, Ghesquière P. Atypical Structural Asymmetry of the Planum Temporale is Related to Family History of Dyslexia. Cereb Cortex 2018; 28:63-72. [PMID: 29253247 DOI: 10.1093/cercor/bhw348] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2016] [Indexed: 11/14/2022] Open
Abstract
Research on the neural correlates of developmental dyslexia indicates atypical anatomical lateralization of the planum temporale, a higher-order cortical auditory region. Yet whether this atypical lateralization precedes reading acquisition and is related to a familial risk for dyslexia is not currently known. In this study, we address these questions in 2 separate cohorts of young children and adolescents with and without a familial risk for dyslexia. Planum temporale surface area was manually labeled bilaterally, on the T1-weighted MR brain images of 54 pre-readers (mean age: 6.2 years, SD: 3.2 months; 33 males) and 28 adolescents (mean age: 14.7 years, SD: 3.3 months; 11 males). Half of the pre-readers and adolescents had a familial risk for dyslexia. In both pre-readers and adolescents, group comparisons of left and right planum temporale surface area showed a significant interaction between hemisphere and family history of dyslexia, with participants who had no family risk for dyslexia showing greater leftward asymmetry of the planum temporale. This effect was confirmed when analyses were restricted to normal reading participants. Altered planum temporale asymmetry thus seems to be related to family history of dyslexia.
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Affiliation(s)
- Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | | | - Maaike Vandermosten
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Astrid De Vos
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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15
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van den Bunt MR, Groen MA, van der Kleij SW, Noordenbos MW, Segers E, Pugh KR, Verhoeven L. Deficient Response to Altered Auditory Feedback in Dyslexia. Dev Neuropsychol 2018; 43:622-641. [PMID: 30001162 DOI: 10.1080/87565641.2018.1495723] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10-13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading.
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Affiliation(s)
- M R van den Bunt
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M A Groen
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - S W van der Kleij
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M W Noordenbos
- b Centre for Language Studies , Radboud University , Nijmegen , The Netherlands
| | - E Segers
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - K R Pugh
- c Haskins Laboratories , Yale University , New Haven , Connecticut , USA
| | - L Verhoeven
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
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16
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Vanderauwera J, Wouters J, Vandermosten M, Ghesquière P. Early dynamics of white matter deficits in children developing dyslexia. Dev Cogn Neurosci 2017; 27:69-77. [PMID: 28823983 PMCID: PMC6987857 DOI: 10.1016/j.dcn.2017.08.003] [Citation(s) in RCA: 61] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 06/29/2017] [Accepted: 08/04/2017] [Indexed: 12/20/2022] Open
Abstract
Neural anomalies have been demonstrated in dyslexia. Recent studies in pre-readers at risk for dyslexia and in pre-readers developing poor reading suggest that these anomalies might be a cause of their reading impairment. Our study goes one step further by exploring the neurodevelopmental trajectory of white matter anomalies in pre-readers with and without a familial risk for dyslexia (n=61) of whom a strictly selected sample develops dyslexia later on (n=15). We collected longitudinal diffusion MRI and behavioural data until grade 3. The results provide evidence that children with dyslexia exhibit pre-reading white matter anomalies in left and right long segment of the arcuate fasciculus (AF), with predictive power of the left segment above traditional cognitive measures and familial risk. Whereas white matter differences in the left AF seem most strongly related to the development of dyslexia, differences in the left IFOF and in the right AF seem driven by both familial risk and later reading ability. Moreover, differences in the left AF appeared to be dynamic. This study supports and expands recent insights into the neural basis of dyslexia, pointing towards pre-reading anomalies related to dyslexia, as well as underpinning the dynamic character of white matter.
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Affiliation(s)
- Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium.
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Maaike Vandermosten
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
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17
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Skoe E, Burakiewicz E, Figueiredo M, Hardin M. Basic neural processing of sound in adults is influenced by bilingual experience. Neuroscience 2017; 349:278-290. [DOI: 10.1016/j.neuroscience.2017.02.049] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2016] [Revised: 02/18/2017] [Accepted: 02/21/2017] [Indexed: 11/30/2022]
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18
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Zhao J, Kwok RKW, Liu M, Liu H, Huang C. Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing. Front Psychol 2017; 7:2082. [PMID: 28119663 PMCID: PMC5222839 DOI: 10.3389/fpsyg.2016.02082] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Accepted: 12/26/2016] [Indexed: 11/13/2022] Open
Abstract
Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.
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Affiliation(s)
- Jing Zhao
- Key Laboratory of Learning and Cognition, Department of Psychology, College of Education, Capital Normal UniversityBeijing, China; Beijing Advanced Innovation Center for Imaging Technology, Capital Normal UniversityBeijing, China
| | - Rosa K W Kwok
- Centre for Research in Psychology, Behaviour and Achievement, Department of Psychology, Coventry University Coventry, UK
| | - Menglian Liu
- Key Laboratory of Learning and Cognition, Department of Psychology, College of Education, Capital Normal University Beijing, China
| | - Hanlong Liu
- Key Laboratory of Learning and Cognition, Department of Psychology, College of Education, Capital Normal University Beijing, China
| | - Chen Huang
- Key Laboratory of Learning and Cognition, Department of Psychology, College of Education, Capital Normal University Beijing, China
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19
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Hakvoort B, de Bree E, van der Leij A, Maassen B, van Setten E, Maurits N, van Zuijen TL. The Role of Categorical Speech Perception and Phonological Processing in Familial Risk Children With and Without Dyslexia. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:1448-1460. [PMID: 27942706 DOI: 10.1044/2016_jslhr-l-15-0306] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2015] [Accepted: 05/09/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those without dyslexia (FRND). METHOD Data were collected from 9-year-old FRD (n = 37) and FRND (n = 41) children and age-matched controls (n = 49) on CP identification and discrimination and on the phonological processing measures rapid automatized naming, phoneme awareness, and nonword repetition. RESULTS The FRD group performed more poorly on CP than the FRND and control groups. Findings on phonological processing align with the literature in that (a) phonological processing related to reading and (b) the FRD group showed the lowest phonological processing outcomes. Furthermore, CP correlated weakly with reading, but this relationship was fully mediated by rapid automatized naming. CONCLUSION Although CP phonological skills are related to dyslexia, there was no strong evidence for a cascade from CP to phonology to reading. Deficits in CP at the behavioral level are not directly associated with dyslexia.
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Affiliation(s)
- Britt Hakvoort
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, Amsterdam, the Netherlands
| | - Elise de Bree
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, Amsterdam, the Netherlands
| | - Aryan van der Leij
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, Amsterdam, the Netherlands
| | - Ben Maassen
- Centre for Language and Cognition Groningen (CLCG) & University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Ellie van Setten
- Centre for Language and Cognition Groningen (CLCG) & University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Natasha Maurits
- Department of Neurology, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Titia L van Zuijen
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, Amsterdam, the Netherlands
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20
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Kalashnikova M, Goswami U, Burnham D. Mothers speak differently to infants at-risk for dyslexia. Dev Sci 2016; 21. [PMID: 27785865 DOI: 10.1111/desc.12487] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2016] [Accepted: 07/12/2016] [Indexed: 11/30/2022]
Abstract
Dyslexia is a neurodevelopmental disorder manifested in deficits in reading and spelling skills that is consistently associated with difficulties in phonological processing. Dyslexia is genetically transmitted, but its manifestation in a particular individual is thought to depend on the interaction of epigenetic and environmental factors. We adopt a novel interactional perspective on early linguistic environment and dyslexia by simultaneously studying two pre-existing factors, one maternal and one infant, that may contribute to these interactions; and two behaviours, one maternal and one infant, to index the effect of these factors. The maternal factor is whether mothers are themselves dyslexic or not (with/without dyslexia) and the infant factor is whether infants are at-/not-at family risk for dyslexia (due to their mother or father being dyslexic). The maternal behaviour is mothers' infant-directed speech (IDS), which typically involves vowel hyperarticulation, thought to benefit speech perception and language acquisition. The infant behaviour is auditory perception measured by infant sensitivity to amplitude envelope rise time, which has been found to be reduced in dyslexic children. Here, at-risk infants showed significantly poorer acoustic sensitivity than not-at-risk infants and mothers only hyperarticulated vowels to infants who were not at-risk for dyslexia. Mothers' own dyslexia status had no effect on IDS quality. Parental speech input is thus affected by infant risk status, with likely consequences for later linguistic development.
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Affiliation(s)
- Marina Kalashnikova
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Australia
| | - Usha Goswami
- Centre for Neuroscience in Education, University of Cambridge, UK
| | - Denis Burnham
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Australia
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21
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Hakvoort B, van der Leij A, van Setten E, Maurits N, Maassen B, van Zuijen T. Dichotic listening as an index of lateralization of speech perception in familial risk children with and without dyslexia. Brain Cogn 2016; 109:75-83. [PMID: 27648974 DOI: 10.1016/j.bandc.2016.09.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2015] [Revised: 09/11/2016] [Accepted: 09/12/2016] [Indexed: 11/17/2022]
Abstract
Atypical language lateralization has been marked as one of the factors that may contribute to the development of dyslexia. Indeed, atypical lateralization of linguistic functions such as speech processing in dyslexia has been demonstrated using neuroimaging studies, but also using the behavioral dichotic listening (DL) method. However, so far, DL results have been mixed. The current study assesses lateralization of speech processing by using DL in a sample of children at familial risk (FR) for dyslexia. In order to determine whether atypical lateralization of speech processing relates to reading ability, or is a correlate of being at familial risk, the current study compares the laterality index of FR children who did and did not become dyslexic, and a control group of readers without dyslexia. DL was tested in 3rd grade and in 5/6th grade. Results indicate that at both time points, all three groups have a right ear advantage, indicative of more pronounced left-hemispheric processing. However, the FR-dyslexic children are less good at reporting from the left ear than controls and FR-nondyslexic children. This impediment relates to reading fluency.
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Affiliation(s)
- Britt Hakvoort
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, The Netherlands.
| | - Aryan van der Leij
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, The Netherlands
| | - Ellie van Setten
- Centre for Language and Cognition Groningen (CLCG) & University Medical Centre Groningen, University of Groningen, The Netherlands
| | - Natasha Maurits
- Department of Neurology, University Medical Centre Groningen, University of Groningen, The Netherlands
| | - Ben Maassen
- Centre for Language and Cognition Groningen (CLCG) & University Medical Centre Groningen, University of Groningen, The Netherlands
| | - Titia van Zuijen
- Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, The Netherlands
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22
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Peter V, Kalashnikova M, Burnham D. Neural processing of amplitude and formant rise time in dyslexia. Dev Cogn Neurosci 2016; 19:152-63. [PMID: 27017263 PMCID: PMC6988592 DOI: 10.1016/j.dcn.2016.03.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 03/10/2016] [Accepted: 03/20/2016] [Indexed: 11/19/2022] Open
Abstract
This study aimed to investigate how children with dyslexia weight amplitude rise time (ART) and formant rise time (FRT) cues in phonetic discrimination. Passive mismatch responses (MMR) were recorded for a/ba/-/wa/contrast in a multiple deviant odd-ball paradigm to identify the neural response to cue weighting in 17 children with dyslexia and 17 age-matched control children. The deviant stimuli had either partial or full ART or FRT cues. The results showed that ART did not generate an MMR in either group, whereas both partial and full FRT cues generated MMR in control children while only full FRT cues generated MMR in children with dyslexia. These findings suggest that children, both controls and those with dyslexia, discriminate speech based on FRT cues and not ART cues. However, control children have greater sensitivity to FRT cues in speech compared to children with dyslexia.
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Affiliation(s)
- Varghese Peter
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Marina Kalashnikova
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Denis Burnham
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
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