Comparison of visual information processing in school-age dyslexics and normal readers via motion-onset visual evoked potentials

Electrophysiological signatures of visual temporal processing deficits in developmental dyslexia

Developmental dyslexia (DD) is a common neurodevelopmental disorder that affects reading ability despite normal intelligence and education. In search of core deficits, previous evidence has linked DD with impairments in temporal aspects of perceptual processing, which might underlie phonological deficits as well as inefficient graphemic parsing during reading. However, electrophysiological evidence for atypical temporal processing in DD is still scarce in the visual modality. Here, we investigated the efficiency of both temporal segregation and integration of visual information by means of event-related potentials (ERPs). We confirmed previous evidence of a selective segregation deficit in dyslexia for stimuli presented in rapid succession (<80 ms), despite unaffected integration performance. Importantly, we found a reduced N1 amplitude in DD, a component related to the allocation of attentional resources, which was independent of task demands (i.e., evident in both segregation and integration). In addition, the P3 amplitude, linked to working memory and processing load, was modulated by task demands in controls but not in individuals with DD. These results suggest that atypical attentional sampling in dyslexia might weaken the quality of information stored in visual working memory, leading to behavioral and electrophysiological signatures of atypical temporal segregation. These results are consistent with some existing theories of dyslexia, such as the magnocellular theory and the "Sluggish Attentional Shifting" framework, and represent novel evidence for neural correlates of decreased visual temporal resolution in DD.

Is Developmental Dyslexia Due to a Visual and Not a Phonological Impairment?

It is a widely held belief that developmental dyslexia (DD) is a phonological disorder in which readers have difficulty associating graphemes with their corresponding phonemes. In contrast, the magnocellular theory of dyslexia assumes that DD is a visual disorder caused by dysfunctional magnocellular neural pathways. The review explores arguments for and against these theories. Recent results have shown that DD is caused by (1) a reduced ability to simultaneously recognize sequences of letters that make up words, (2) longer fixation times required to simultaneously recognize strings of letters, and (3) amplitudes of saccades that do not match the number of simultaneously recognized letters. It was shown that pseudowords that could not be recognized simultaneously were recognized almost without errors when the fixation time was extended. However, there is an individual maximum number of letters that each reader with DD can recognize simultaneously. Findings on the neurobiological basis of temporal summation have shown that a necessary prolongation of fixation times is due to impaired processing mechanisms of the visual system, presumably involving magnocells and parvocells. An area in the mid-fusiform gyrus also appears to play a significant role in the ability to simultaneously recognize words and pseudowords. The results also contradict the assumption that DD is due to a lack of eye movement control. The present research does not support the assumption that DD is caused by a phonological disorder but shows that DD is due to a visual processing dysfunction.

Global motion evoked potentials in autistic and dyslexic children: A cross-syndrome approach

Atypicalities in psychophysical thresholds for global motion processing have been reported in many neurodevelopmental conditions, including autism and dyslexia. Cross-syndrome comparisons of neural dynamics may help determine whether altered motion processing is a general marker of atypical development or condition-specific. Here, we assessed group differences in N2 peak amplitude (previously proposed as a marker of motion-specific processing) in typically developing (n = 57), autistic (n = 29) and dyslexic children (n = 44) aged 6-14 years, in two global motion tasks. High-density EEG data were collected while children judged the direction of global motion stimuli as quickly and accurately as possible, following a period of random motion. Using a data-driven component decomposition technique, we identified a reliable component that was maximal over occipital electrodes and had an N2-like peak at ~160 msec. We found no group differences in N2 peak amplitude, in either task. However, for both autistic and dyslexic children, there was evidence of atypicalities in later stages of processing that require follow up in future research. Our results suggest that early sensory encoding of motion information is unimpaired in dyslexic and autistic children. Group differences in later processing stages could reflect sustained global motion responses, decision-making, metacognitive processes and/or response generation, which may also distinguish between autistic and dyslexic individuals.

Steady-State Pattern Electroretinogram and Frequency Doubling Technology in Adult Dyslexic Readers

Purpose

Dyslexia is a reading disorder with neurological deficit of the magnocellular pathway. The aim of our study was to evaluate the functionality of the magnocellular-Y (M-Y) retinal ganglion cells in adult dyslexic subjects using steady-state pattern electroretinogram and frequency doubling perimetry.

Methods

Ten patients with dyslexia (7 females and 3 males), mean age 28.7 ± 5.9 years, and 10 subjects without dyslexia (6 females and 4 males), mean age 27.8 ± 4.1 years, were enrolled in the study and underwent both steady-state pattern-electroretinogram examination and frequency doubling perimetry.

Results

There was a significant difference in the amplitude of the steady-state pattern electroretinogram of the dyslexic group and the healthy controls (0.610±0.110 μV vs 1.250±0.296 μV; p=0.0001). Furthermore, in the dyslexic group we found a significant difference between the right eye and the left eye (0.671±0.11 μV vs 0.559±0.15 μV; p=0.001). With frequency doubling perimetry, the pattern standard deviation index increased in dyslexic eyes compared to healthy controls (4.40±0.81 dB vs 2.99±0.35 dB; p=0.0001) and in the left eye versus the right eye of the dyslexic group (4.43±1.10 dB vs 3.66±0.96 dB; p=0.031). There was a correlation between the reduction in the wave amplitude of the pattern electroretinogram and the simultaneous increase in the pattern standard deviation values (r=0.80; p=0.001). This correlation was also found to be present in the left eye (r=0.93; p<0.001) and the right eye (r=0.81; p=0.005) of dyslexic subjects.

Conclusion

Our study shows that there was an alteration of the activity of M-Y retinal ganglion cells, especially in the left eye. It confirms that in dyslexia there is a deficit of visual attention with damage not only of the magnocellular-dorsal pathway but also of the M-Y retinal ganglion cells.