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Lee MM, Stoodley CJ. Neural bases of reading fluency: A systematic review and meta-analysis. Neuropsychologia 2024; 202:108947. [PMID: 38964441 DOI: 10.1016/j.neuropsychologia.2024.108947] [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: 06/29/2023] [Revised: 06/26/2024] [Accepted: 06/29/2024] [Indexed: 07/06/2024]
Abstract
Reading fluency, the ability to read quickly and accurately, is a critical marker of successful reading and is notoriously difficult to improve in reading disabled populations. Despite its importance to functional literacy, fluency is a relatively under-studied aspect of reading, and the neural correlates of reading fluency are not well understood. Here, we review the literature of the neural correlates of reading fluency as well as rapid automatized naming (RAN), a task that is robustly related to reading fluency. In a qualitative review of the neuroimaging literature, we evaluated structural and functional MRI studies of reading fluency in readers from a range of skill levels. This was followed by a quantitative activation likelihood estimate (ALE) meta-analysis of fMRI studies of reading speed and RAN measures. We anticipated that reading speed, relative to untimed reading and reading-related tasks, would harness ventral reading pathways that are thought to enable the fast, visual recognition of words. The qualitative review showed that speeded reading taps the entire canonical reading network. The meta-analysis indicated a stronger role of the ventral reading pathway in rapid reading and rapid naming. Both reviews identified regions outside the canonical reading network that contribute to reading fluency, such as the bilateral insula and superior parietal lobule. We suggest that fluent reading engages both domain-specific reading pathways as well as domain-general regions that support overall task performance and discuss future avenues of research to expand our understanding of the neural bases of fluent reading.
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Affiliation(s)
- Marissa M Lee
- Department of Neuroscience, American University, USA; Center for Applied Brain and Cognitive Sciences, Tufts University, USA
| | - Catherine J Stoodley
- Department of Neuroscience, American University, USA; Developing Brain Institute, Children's National Hospital, USA; Departments of Neurology and Pediatrics, The George Washington University School of Medicine and Health Sciences, USA.
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Keller TA, Mason RA, Legg AE, Just MA. The neural and cognitive basis of expository text comprehension. NPJ SCIENCE OF LEARNING 2024; 9:21. [PMID: 38514702 PMCID: PMC10957871 DOI: 10.1038/s41539-024-00232-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Accepted: 02/26/2024] [Indexed: 03/23/2024]
Abstract
As science and technology rapidly progress, it becomes increasingly important to understand how individuals comprehend expository technical texts that explain these advances. This study examined differences in individual readers' technical comprehension performance and differences among texts, using functional brain imaging to measure regional brain activity while students read passages on technical topics and then took a comprehension test. Better comprehension of the technical passages was related to higher activation in regions of the left inferior frontal gyrus, left superior parietal lobe, bilateral dorsolateral prefrontal cortex, and bilateral hippocampus. These areas are associated with the construction of a mental model of the passage and with the integration of new and prior knowledge in memory. Poorer comprehension of the passages was related to greater activation of the ventromedial prefrontal cortex and the precuneus, areas involved in autobiographical and episodic memory retrieval. More comprehensible passages elicited more brain activation associated with establishing links among different types of information in the text and activation associated with establishing conceptual coherence within the text representation. These findings converge with previous behavioral research in their implications for teaching technical learners to become better comprehenders and for improving the structure of instructional texts, to facilitate scientific and technological comprehension.
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Affiliation(s)
- Timothy A Keller
- Center for Cognitive Brain Imaging, Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, 15213, USA.
| | - Robert A Mason
- Center for Cognitive Brain Imaging, Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, 15213, USA
| | - Aliza E Legg
- Center for Cognitive Brain Imaging, Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, 15213, USA
| | - Marcel Adam Just
- Center for Cognitive Brain Imaging, Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, 15213, USA
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López-Resa P, Moraleda-Sepúlveda E. Working memory capacity and text comprehension performance in children with dyslexia and dyscalculia: a pilot study. Front Psychol 2023; 14:1191304. [PMID: 37529304 PMCID: PMC10389090 DOI: 10.3389/fpsyg.2023.1191304] [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: 03/21/2023] [Accepted: 06/30/2023] [Indexed: 08/03/2023] Open
Abstract
Introduction Different research over the years has shown how the executive processes of Working Memory are a fundamental area that allows the performance of complex cognitive tasks such as language comprehension, reading, mathematical skills, learning or reasoning. Therefore, scientific evidence shows that they are altered in people with dyslexia and dyscalculia. The aim of this research was to study the relationship between semantic updating ability and reading comprehension depending on whether or not the information content had a mathematical character between the two disorders. Methods A Pilot Case Study was carried out for this purpose. The sample consisted of 40 participants aged 6 to 11 years, 20 of them with a diagnosis of dyslexia and the remaining 20 with a diagnosis of dyscalculia. The results indicate that people with dyslexia show more difficulties in all those tasks that require reading. Results People with dyscalculia obtain worse results in the tasks of stimulus integration and reading comprehension of texts with mathematical content. Furthermore, the correlation between the different areas evaluated shows that people with dyslexia and dyscalculia develop different cognitive processes. Discussion Therefore, it is necessary to continue insisting on the importance of explicit work on working memory, since it is a determining and fundamental area in the development of written language comprehension.
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Affiliation(s)
- Patricia López-Resa
- Department of Psychology, Faculty of Health Sciences, University of Castilla La Mancha, Talavera de la Reina, Toledo, Spain
| | - Esther Moraleda-Sepúlveda
- Department of Psychology and Speech and Language Sciences, Faculty of Psychology, University Complutense de Madrid, Madrid, Spain
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Feng G, Yan X, Shen L, Perkins K, Mao J, Wu Y, Shi L, Cao F. Distinct neural correlates of poor decoding and poor comprehension in children with reading disability. Cereb Cortex 2023; 33:3239-3254. [PMID: 35848850 DOI: 10.1093/cercor/bhac272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 06/09/2022] [Accepted: 06/11/2022] [Indexed: 11/13/2022] Open
Abstract
Reading disability (RD) can manifest itself as a word decoding problem or a reading comprehension problem. In the current study, we identified 3 subtypes of RD: poor decoders (PD), poor comprehenders (PC), and poor-in-both (PB). We found that PD had greater deficits in meta-linguistic skills such as phonological awareness, orthographic skills, and morphological skills than PC, whereas PC had greater deficits in listening comprehension than PD. In the brain, we also found different patterns of deficits during an auditory rhyming judgment task using functional magnetic resonance imaging. PD showed less activation than PC and age controls in the left dorsal inferior frontal gyrus (IFG) and pre-supplementary motor area (SMA), brain activation of which was correlated with phonological awareness and working memory. In contrast, PC showed less activation in the left fusiform gyrus than PD and age controls, which was correlated with reading comprehension fluency and morphological skill. Last, PB showed both PD's and PC's deficits, as well as additional deficits in the bilateral lingual gyri. Our findings contribute to revealing different neural signatures of poor decoding and poor comprehension, which are distinct disorders but co-occur very often. These findings implicate possibility and necessity of precise diagnosis and individualized intervention.
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Affiliation(s)
- Guoyan Feng
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
- School of Management, Guangzhou Xinhua University, 19 Huamei Road, Tianhe District, Guangzhou, 510520, China
| | - Xiaohui Yan
- School of Education Science, Xinyang Normal University, 237 Nanhu Road, Xinyang, 464000, China
| | - Linling Shen
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Kyle Perkins
- Department of Teaching and Learning, College of Arts, Sciences and Education, Florida International University (retired professor), Miami, FL 33199, USA
| | - Jiaqi Mao
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Yu Wu
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Liping Shi
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Fan Cao
- Department of Psychology, the University of Hong Kong, Pokfulam Road, Hong Kong, China
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Ozernov‐Palchik O, Sury D, Turesky TK, Yu X, Gaab N. Longitudinal changes in brain activation underlying reading fluency. Hum Brain Mapp 2023; 44:18-34. [PMID: 35984111 PMCID: PMC9783447 DOI: 10.1002/hbm.26048] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 05/23/2022] [Accepted: 07/16/2022] [Indexed: 02/05/2023] Open
Abstract
Reading fluency-the speed and accuracy of reading connected text-is foundational to educational success. The current longitudinal study investigates the neural correlates of fluency development using a connected-text paradigm with an individualized presentation rate. Twenty-six children completed a functional MRI task in 1st/2nd grade (time 1) and again 1-2 years later (time 2). There was a longitudinal increase in activation in the ventral occipito-temporal (vOT) cortex from time 1 to time 2. This increase was also associated with improvements in reading fluency skills and modulated by individual speed demands. These findings highlight the reciprocal relationship of the vOT region with reading proficiency and its importance for supporting the developmental transition to fluent reading. These results have implications for developing effective interventions to target increased automaticity in reading.
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Affiliation(s)
- Ola Ozernov‐Palchik
- McGovern Institute for Brain ResearchMassachusetts Institute of TechnologyCambridgeMassachusettsUSA
- Harvard Graduate School of EducationHarvard UniversityCambridgeMassachusettsUSA
| | - Dana Sury
- Department of Learning Disabilities, Faculty of EducationBeit Berl CollegeHasharonIsrael
| | - Ted K. Turesky
- Harvard Graduate School of EducationHarvard UniversityCambridgeMassachusettsUSA
| | - Xi Yu
- State Key Laboratory of Cognitive Neuroscience and LearningBeijing Normal UniversityBeijingChina
| | - Nadine Gaab
- Harvard Graduate School of EducationHarvard UniversityCambridgeMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
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Silva PB, Oliveira DG, Cardoso AD, Laurence PG, Boggio PS, Macedo EC. Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects. Front Psychol 2022; 13:852219. [PMID: 36438365 PMCID: PMC9682126 DOI: 10.3389/fpsyg.2022.852219] [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: 01/10/2022] [Accepted: 09/20/2022] [Indexed: 11/11/2022] Open
Abstract
Developmental dyslexia is a specific learning disorder that presents cognitive and neurobiological impairments related to different patterns of brain activation throughout development, continuing in adulthood. Lexical decision tasks, together with electroencephalography (EEG) measures that have great temporal precision, allow the capture of cognitive processes during the task, and can assist in the understanding of altered brain activation processes in adult dyslexics. High-density EEG allows the use of temporal analyses through event-related potentials (ERPs). The aim of this study was to compare and measure the pattern of ERPs in adults with developmental dyslexia and good readers, and to characterize and compare reading patterns between groups. Twenty university adults diagnosed with developmental dyslexia and 23 healthy adult readers paired with dyslexics participated in the study. The groups were assessed in tests of intelligence, phonological awareness, reading, and writing, as well as through the lexical decision test (LDT). During LDT, ERPs were recorded using a 128-channel EEG device. The ERPs P100 occipital, N170 occipito-temporal, N400 centro-parietal, and LPC centro-parietal were analyzed. The results showed a different cognitive profile between the groups in the reading, phonological awareness, and writing tests but not in the intelligence test. In addition, the brain activation pattern of the ERPs was different between the groups in terms of hemispheric lateralization, with higher amplitude of N170 in the dyslexia group in the right hemisphere and opposite pattern in the control group and specificities in relation to the items of the LDT, as the N400 were more negative in the Dyslexia group for words, while in the control group, this ERP was more pronounced in the pseudowords. These results are important for understanding different brain patterns in developmental dyslexia and can better guide future interventions according to the changes found in the profile.
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Affiliation(s)
| | | | | | | | | | - Elizeu Coutinho Macedo
- Social and Cognitive Neuroscience Laboratory, Developmental Disorders Program, Center for Health and Biological Sciences, Mackenzie Presbyterian University, São Paulo, Brazil
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Centanni TM, Beach SD, Ozernov-Palchik O, May S, Pantazis D, Gabrieli JDE. Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia. ANNALS OF DYSLEXIA 2022; 72:56-78. [PMID: 34495457 PMCID: PMC8901776 DOI: 10.1007/s11881-021-00241-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 07/21/2021] [Indexed: 06/13/2023]
Abstract
Developmental dyslexia is a common neurodevelopmental disorder that is associated with alterations in the behavioral and neural processing of speech sounds, but the scope and nature of that association is uncertain. It has been proposed that more variable auditory processing could underlie some of the core deficits in this disorder. In the current study, magnetoencephalography (MEG) data were acquired from adults with and without dyslexia while they passively listened to or actively categorized tokens from a /ba/-/da/ consonant continuum. We observed no significant group difference in active categorical perception of this continuum in either of our two behavioral assessments. During passive listening, adults with dyslexia exhibited neural responses that were as consistent as those of typically reading adults in six cortical regions associated with auditory perception, language, and reading. However, they exhibited significantly less consistency in the left supramarginal gyrus, where greater inconsistency correlated significantly with worse decoding skills in the group with dyslexia. The group difference in the left supramarginal gyrus was evident only when neural data were binned with a high temporal resolution and was only significant during the passive condition. Interestingly, consistency significantly improved in both groups during active categorization versus passive listening. These findings suggest that adults with dyslexia exhibit typical levels of neural consistency in response to speech sounds with the exception of the left supramarginal gyrus and that this consistency increases during active versus passive perception of speech sounds similarly in the two groups.
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Affiliation(s)
- T M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.
- Department of Psychology, Texas Christian University, Fort Worth, TX, USA.
| | - S D Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
- Program in Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, MA, USA
| | - O Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - S May
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
- Boston College, Boston, MA, USA
| | - D Pantazis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - J D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
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