Dyslexia, gender, and brain imaging

Sex Differences in White Matter Diffusivity in Children with Developmental Dyslexia

Despite the high prevalence of developmental dyslexia in the U.S. population, research remains limited and possibly biased due to the overrepresentation of males in most dyslexic samples. Studying biological sex differences in the context of developmental dyslexia can help provide a more complete understanding of the neurological markers that underly this disorder. The current study aimed to explore sex differences in white matter diffusivity in typical and dyslexic samples in third and fourth graders. Participants were asked to complete behavioral/cognitive assessments at baseline followed by MRI scanning and diffusion-weighted imaging sequences. A series of ANOVAs were conducted for comparing group membership (developmental dyslexia or typically developing), gender status (F/M), and white matter diffusivity in the tracts of interest. The Results indicated significant differences in fractional anisotropy in the left hemisphere components of the inferior and superior (parietal and temporal) longitudinal fasciculi. While males with dyslexia had lower fractional anisotropy in these tracts compared to control males, no such differences were found in females. The results of the current study may suggest that females may use a more bilateral/alternative reading network.

The Prevalence and Associated Risk Factors of Children With Reading Disabilities in a Multiethnic City: A Cross-Sectional Study

Numerous studies have been conducted to explore the risk factors for reading disabilities (RDs) among children. Based on these studies, factors such as gender, socioeconomic status, and the home literacy environment have been widely found to be associated with children who have RDs. However, children from a multiethnic city are seldom investigated. This study aimed to explore the prevalence of RDs and the potential environmental risk factors in Shihezi, Xinjiang, where people of multiple ethnicities, including Han and ethnic minority children, live and study together. A cross-sectional study was conducted in the city of Shihezi. A two-stage sampling strategy was applied to randomly select six primary schools in the city. In total, 6,539 students in grades two to six participated in this study. There were 6,065 valid questionnaires obtained for further analyses. We used the Dyslexia Checklist for Chinese Children and the Pupil Rating Scale to screen for the children with RDs. The χ² test and multivariate logistic regression were employed to reveal the potential risk factors of RDs. The prevalence of children with RDs was 3.38% in Shihezi City and was significantly different between Han (3.28%) and Uighur (7.42%) children (P < 0.05). There was no significant difference in the prevalence of RDs between Han and Hui children. Among these children with RDs, the gender ratio of boys to girls was nearly 2:1. Multiple logistic regression analysis showed that gender (P < 0.01), learning habits (P < 0.01), and the home literacy environment (P < 0.01) were associated with RD. The results may be useful in the early identification and intervention of children with RDs, especially among ethnic minorities.

Neurobiological Sex Differences in Developmental Dyslexia

Understanding sex differences at the neurobiological level has become increasingly crucial in both basic and applied research. In the study of developmental dyslexia, early neuroimaging investigations were dominated by male-only or male-dominated samples, due at least in part to males being diagnosed more frequently. While recent studies more consistently balance the inclusion of both sexes, there has been little movement toward directly characterizing potential sex differences of the disorder. However, a string of recent work suggests that the brain basis of dyslexia may indeed be different in males and females. This potential sex difference has implications for existing models of dyslexia, and would inform approaches to the remediation of reading difficulties. This article reviews recent evidence for sex differences in dyslexia, discusses the impact these studies have on the understanding of the brain basis of dyslexia, and provides a framework for how these differential neuroanatomical profiles may develop.

Gender-Dependent Changes in Time Production Following Quadrato Motor Training in Dyslexic and Normal Readers

Time estimation is an important component of the ability to organize and plan sequences of actions as well as cognitive functions, both of which are known to be altered in dyslexia. While attention deficits are accompanied by short Time Productions (TPs), expert meditators have been reported to produce longer durations, and this seems to be related to their increased attentional resources. In the current study, we examined the effects of a month of Quadrato Motor Training (QMT), which is a structured sensorimotor training program that involves sequencing of motor responses based on verbal commands, on TP using a pre-post design. QMT has previously been found to enhance attention and EEG oscillatory activity, especially within the alpha range. For the current study, 29 adult Hebrew readers were recruited, of whom 10 dyslexic participants performed the QMT. The normal readers were randomly assigned to QMT (n = 9) or Verbal Training (VT, identical cognitive training with no overt motor component, and only verbal response, n = 10). Our results demonstrate that in contrast to the controls, longer TP in females was found following 1 month of intensive QMT in the dyslexic group, while the opposite trend occurred in control females. We suggest that this longer TP in the female dyslexics is related to their enhanced attention resulting from QMT. The current findings suggest that the combination of motor and mindful training, embedded in QMT, has a differential effect depending on gender and whether one is dyslexic or not. These results have implications for educational and contemplative neuroscience, emphasizing the connection between specifically-structured motor training, time estimation and attention.

Genes, Gender, Environment, and Novel Functions of Estrogen Receptor Beta in the Susceptibility to Neurodevelopmental Disorders

Many neurological disorders affect men and women differently regarding prevalence, progression, and severity. It is clear that many of these disorders may originate from defective signaling during fetal or perinatal brain development, which may affect males and females differently. Such sex-specific differences may originate from chromosomal or sex-hormone specific effects. This short review will focus on the estrogen receptor beta (ERβ) signaling during perinatal brain development and put it in the context of sex-specific differences in neurodevelopmental disorders. We will discuss ERβ’s recent discovery in directing DNA de-methylation to specific sites, of which one such site may bear consequences for the susceptibility to the neurological reading disorder dyslexia. We will also discuss how dysregulations in sex-hormone signaling, like those evoked by endocrine disruptive chemicals, may affect this and other neurodevelopmental disorders in a sex-specific manner through ERβ.

Neural Mechanisms of Language-Based Learning Impairments: Insights from Human Populations and Animal Models

The acquisition of speech perception and consequent expression of language represent fundamental aspects of human functioning. Yet roughly 7% to 8% of children who are otherwise healthy and of normal intelligence exhibit unexplained delays and impairments in acquiring these skills. Ongoing research has revealed several key features of language disability that may pro-vide more direct insight into underlying anomalous neural functioning. For example, evidence supports a strong association between basic defects in processing rapidly changing acoustic information and emergent disruptions in speech perception, as well as cascading effects on other forms of language development (including reading). Considerable neurobiological research has thus focused on developmental factors that might deleteriously influence rapid sensory processing. Additional research focuses on mechanisms of neural plasticity, including how such brains might be “retrained” for improved processing of language. These and related findings from human clinical studies, electrophysiological studies, neuroimaging studies, and animal models are reviewed.

Epigenetics and sex differences in the brain: A genome-wide comparison of histone-3 lysine-4 trimethylation (H3K4me3) in male and female mice

Many neurological and psychiatric disorders exhibit gender disparities, and sex differences in the brain likely explain some of these effects. Recent work in rodents points to a role for epigenetics in the development or maintenance of neural sex differences, although genome-wide studies have so far been lacking. Here we review the existing literature on epigenetics and brain sexual differentiation and present preliminary analyses on the genome-wide distribution of histone-3 lysine-4 trimethylation in a sexually dimorphic brain region in male and female mice. H3K4me3 is a histone mark primarily organized as 'peaks' surrounding the transcription start site of active genes. We microdissected the bed nucleus of the stria terminalis and preoptic area (BNST/POA) in adult male and female mice and used ChIP-Seq to compare the distribution of H3K4me3 throughout the genome. We found 248 genes and loci with a significant sex difference in H3K4me3. Of these, the majority (71%) had larger H3K4me3 peaks in females. Comparisons with existing databases indicate that genes and loci with increased H3K4me3 in females are associated with synaptic function and with expression atlases from related brain areas. Based on RT-PCR, only a minority of genes with a sex difference in H3K4me3 has detectable sex differences in expression at baseline conditions. Together with previous findings, our data suggest that there may be sex biases in the use of epigenetic marks. Such biases could underlie sex differences in vulnerabilities to drugs or diseases that disrupt specific epigenetic processes.

Gender difference in wellbeing during school lessons among 10–12-year-old children: The importance of school subjects and student–teacher relationships

Aims: The aim of the study was to examine gender difference in self-reported wellbeing during school lessons among Icelandic 10–12-year-old boys and girls, in grades 5–7 in elementary schools. Also, to examine whether factors related to attitudes towards school subjects, student–teacher relationships and student–peer relationships mediated the associations between gender and wellbeing during school lessons. Methods: A cross-sectional anonymous survey was conducted among 88% (in total 11,387 participants) of all registered students aged 10–12 attending grades 5–7 in Iceland. Multivariate logistic regression was used to test main, mediation, and interaction effects. Results: Boys reported significantly less wellbeing during school lessons than girls. Not finding the subjects taught at school fun fully mediated the relationship between gender and self-reported wellbeing during school lessons. Furthermore, when not considering other school-related factors, finding the subjects at school to hard, not liking the teachers, not being praised by teachers, and being bullied in recess partially mediated the relationship between gender and self-reported wellbeing during school lessons. Conclusions: The results suggest that to improve boy’s wellbeing during school lessons, making school subject more appealing to boys is of importance. Furthermore, fostering teacher–student relationships and decreasing bullying of boys in recess should be emphasised.

Autism in adults. New biologicial findings and their translational implications to the cost of clinical services

There is increasing evidence that children with autism spectrum disorder (ASD) have differences in brain growth trajectory. However, the neurobiological basis of ASD in adults is poorly understood. We report evidence that brain anatomy and aging in people with ASD is significantly different as compared to controls-so that in adulthood they no longer have a significantly larger overall brain volume, but they do have anatomical and functional abnormalities in frontal lobe, basal ganglia and the limbic system. Further we present preliminary evidence that females have significantly greater abnormalities in brain than males to express the same symptom severity of ASD (i.e. the female brain is "protective" against developing ASD). Also we present preliminary evidence that, in adults, clinical services for autism in the United Kingdom are experiencing very significantly increased demand; but that just over 50% of people seeking a diagnosis from one expert service do not have ASD. This consumes very significant health care resources, and so we need to identify new cost-effective methods to aid current diagnostic practice. We present initial evidence offering proof of concept that brain anatomy can be used to accurately distinguish adults with autism from healthy controls, and from some other neurodevelopmental disorders (ADHD). Hence further studies are required to determine if sMRI can become an aid to current diagnostic practice in young adults with ASD. Lastly we report evidence that differences in serotonin, glutamate and GABA may partially explain neuroanatomical and neurofunctional abnormalities in people with ASD, and that genetic influences on brain maturation vary across the lifespan (with 5-HT transporter polymorphisms having significant modulatory effects in children but not adults).

The effect of gender on planning: An fMRI study using the Tower of London task

Since the introduction of brain mapping, evidences of functional gender differences have been corroborating previous behavioral and neuropsychological results showing a sex-specific brain organization. We investigated gender differences in brain activation during the performance of the Tower of London (TOL) task which is a standardized test to assess executive functions. Eighteen healthy subjects (9 females and 9 males) underwent fMRI scanning while solving a series of TOL problems with different levels of difficulty. Data were analyzed by modeling both genders and difficulty task load. Task-elicited brain activations comprised a bilateral fronto-parietal network, common to both genders; within this network, females activated more than males in dorsolateral prefrontal cortex (DLPFC) and right parietal cortex, whereas males showed higher activity in precuneus. A prominent parietal activity was found at low level of difficulty while, with heavier task demand, several frontal regions and subcortical structures were recruited. Our results suggest peculiar gender strategies, with males relying more on visuospatial abilities and females on executive processing.

Foveal splitting causes differential processing of Chinese orthography in the male and female brain

Chinese characters contain separate phonetic and semantic radicals. A dominant character type exists in which the semantic radical is on the left and the phonetic radical on the right; an opposite, minority structure also exists, with the semantic radical on the right and the phonetic radical on the left. We show that, when asked to pronounce isolated tokens of these two character types, males responded significantly faster when the phonetic information was on the right, whereas females showed a non-significant tendency in the opposite direction. Recent research on foveal structure and reading suggests that the two halves of a centrally fixated character are initially processed in different hemispheres. The male brain typically relies more on the left hemisphere for phonological processing compared with the female brain, causing this gender difference to emerge. This interaction is predicted by an implemented computational model. This study supports the existence of a gender difference in phonological processing, and shows that the effects of foveal splitting in reading extend far enough into word recognition to interact with the gender of the reader in a naturalistic reading task.

Evidence for sex-specific risk alleles in autism spectrum disorder

We investigated the genetic aspects of the large sex bias in the prevalence of autism spectrum disorder by monitoring changes in linkage when the family set for an affected sibling pair genome scan is subdivided on the basis of the sex of affected children. This produces a significant excess in the total number of linkage peaks (P=1.3 x 10(-8)) and identifies a major male-specific linkage peak at chromosome 17q11 (P<.01). These results suggest that sexual dichotomy is an important factor in the genetics of autism; the same strategy can be used to explore this possibility in other complex disorders that exhibit significant sex biases.

Sexually dimorphic effects of prenatal stress on cognition, hormonal responses, and central neurotransmitters

Exposure to stress during gestation results in physiological and behavioral alterations that persist into adulthood. This study examined the effects of prenatal stress on the postnatal expression of sexually differentiated cognitive, hormonal, and neurochemical profiles in male and female rats. Pregnant dams were subjected to restraint stress three times daily for 45 min during d 14-21 of pregnancy. The offspring of control and prenatally stressed dams were tested for anxiety-related and cognitive behaviors, stress and gonadal steroid hormone levels, as well as monoamines and metabolite levels in selected brain regions. Postnatal testosterone levels (measured at 1 and 5 d) did not differ between controls and prenatally stressed animals. In adulthood, the serum corticosterone response to stress was attenuated in prenatally stressed females, eliminating the sex difference normally observed in this parameter. Prenatally stressed females exhibited higher anxiety levels, evidenced by longer open field entry latencies. Prenatal stress had no effect on object recognition memory, but eliminated the advantage normally seen in the male performance of a spatial memory task. Neurochemical profiles of prenatally stressed females were altered toward the masculine phenotype in the prefrontal cortex, amygdala, and hippocampus. Thus, prenatal stress altered subsequent cognitive, endocrine, and neurochemical responses in a sex-specific manner. These data reinforce the view that prenatal stress affects multiple aspects of brain development, interfering with the expression of normal behavioral, neuroendocrine, and neurochemical sex differences. These data have implications for the effects of prenatal stress on the development of sexually dimorphic endocrine and neurological disorders.

Speed of processing of the visual-orthographic and auditory-phonological systems in adult dyslexics: the contribution of "asynchrony" to word recognition deficits

This study investigated whether "asynchrony" in speed of processing (SOP) between the visual-orthographic and auditory-phonological modalities contributes to word recognition deficits among adult dyslexics. Male university students with a history of diagnosed dyslexia were compared to age-matched normal readers on a variety of experimental measures while event-related potentials and reaction time data were collected. Measures were designed to evaluate auditory and visual processing for non-linguistic (tones and shapes) and linguistic (phonemes and graphemes) low-level stimuli as well as higher-level orthographic and phonological processing (in a lexical decision task). Data indicated that adult dyslexic readers had significantly slower reaction times and longer P300 latencies than control readers in most of the experimental tasks and delayed P200 latencies for the lexical decision task. Moreover, adult dyslexics revealed a systematic SOP gap in P300 latency between the auditory/phonological and visual/orthographic processing measures. Our data support and extend previous work that found SOP asynchrony to be an underlying factor of childhood dyslexia. The present data suggests, however, that among adult dyslexics the between modalities asynchrony occurs at later processing stages than in children.

Speed of lower-level auditory and visual processing as a basic factor in dyslexia: electrophysiological evidence

This study investigated speed of processing (SOP) among college-level adult dyslexic and normal readers in nonlinguistic and sublexical linguistic auditory and visual oddball tasks, and a nonlinguistic cross-modal choice reaction task. Behavioral and electrophysiological (ERP) measures were obtained. The results revealed that between both groups, reaction times (RT) were longer and the latencies of P2 and P3 components occurred later in the visual as compared to auditory oddball tasks. RT and ERP latencies were longest in the cross-modal task. RT and ERP latencies were delayed among dyslexic as compared to normal readers across tasks. On the oddball tasks, group differences in brain activity were observed only when responding to low-probability targets. These differences were largest for the P3 component, and most pronounced in the case of phonemes. The gap between ERP latencies in the visual versus the auditory modalities for each component was larger among dyslexic as compared to normal readers, and was particularly evident at the linguistic level. A hypothesis is proposed that suggests an amodal, basic SOP deficit among dyslexic readers. The slower cross-modal SOP is attributed to slower information processing in general and to disproportionate "asynchrony" between SOP in the visual versus the auditory system. It is suggested that excessive asynchrony in the SOP of the two systems may be one of the underlying causes of dyslexics' impaired reading skills.

Cerebellar morphology in developmental dyslexia

Recent evidence has suggested cerebellar anomalies in developmental dyslexia. Therefore, we investigated cerebellar morphology in subjects with documented reading disabilities. We obtained T1-weighted magnetic resonance images in the coronal and sagittal planes from 11 males with prior histories of developmental dyslexia, and nine similarly-aged male controls. Proton magnetic resonance spectra (TE=136ms, TR=2.4s) were obtained bilaterally in the cerebellum. Phonological decoding skill was measured using non-word reading. Handedness was assessed using both the Annett questionnaire of hand preference and Annett's peg moving task. Cerebellar symmetry was observed in the dyslexics but there was significant asymmetry (right grey matter>left grey matter) in controls. The interpretation of these results depended whether a motor- or questionnaire-based method was used to determine handedness. The degree of cerebellar symmetry was correlated with the severity of dyslexics' phonological decoding deficit. Those with more symmetric cerebella made more errors on a nonsense word reading measure of phonological decoding ability. Left cerebellar metabolite ratios were shown to correlate significantly with the degree of cerebellar asymmetry (P<0.05) in controls. This relationship was absent in developmental dyslexics. Cerebellar morphology reflects the higher degree of symmetry found previously in the temporal and parietal cortex of dyslexics. The relationship of cerebellar asymmetry to phonological decoding ability and handedness, together with our previous finding of altered metabolite ratios in the cerebellum of dyslexics, lead us to suggest that there are alterations in the neurological organisation of the cerebellum which relate to phonological decoding skills, in addition to motor skills and handedness.

Subcortical volumes in girls with tourette syndrome: support for a gender effect

OBJECTIVE

To test whether girls with Tourette syndrome (TS) show subcortical morphology that differentiates them from control subjects.

METHODS

MRI-based subcortical assessment was completed on 19 girls with TS age 7 to 15 years, 11 with TS only, and 8 with TS plus attention deficit hyperactivity disorder (TS + ADHD), and on 21 age- and sex-matched controls. The structures measured were the caudate, putamen, globus pallidus, and lateral ventricle volumes. Whole-brain-corrected volumes and asymmetry indices were compared using two- and three-group designs (i.e., TS versus control; TS-only versus TS + ADHD versus control).

RESULTS

Two-group comparisons demonstrated no robust significant differences between girls with TS and gender-matched controls. Three-group comparisons demonstrated that TS-only subjects had significantly small lateral ventricles compared with TS + ADHD and control subjects. Because the two-group comparisons of the current study differed from previous reports of putamen asymmetry index as a marker for TS, retrospective comparisons with data from boys were performed. These additional comparisons showed that girls with TS had putamen asymmetry indices similar to those of boys with TS; however, control girls also showed those same patterns.

CONCLUSIONS

Basal ganglia volume and asymmetry differences do not distinguish the girls with TS from matched controls. Gender differences confound the association between putamen asymmetry and TS. Although the numbers are small and the clinical significance is unclear, this study further indicates that girls with TS-only have smaller lateral ventricular volumes than control subjects and those with TS + ADHD.