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Basma B, Savage R, Bertone A. The N400 in readers with dyslexia: A systematic review and meta-analysis. Int J Psychophysiol 2024; 196:112283. [PMID: 38128616 DOI: 10.1016/j.ijpsycho.2023.112283] [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: 07/31/2023] [Revised: 12/11/2023] [Accepted: 12/14/2023] [Indexed: 12/23/2023]
Abstract
This systematic review and meta-analysis aimed to assess whether (i) significant differences exist in the N400 response to lexico-semantic tasks between typically developing (TD) readers and readers with dyslexia, and (ii) whether these differences are moderated by the modality of task presentation (visual vs. auditory), the type of task, age, or opaque orthography (shallow and transparent alphabets vs Chinese morpho-syllabary). Twenty studies were included in the meta-analysis, and the analysis did not demonstrate strong evidence of publication bias. An overall effect size of Hedge's g = 0.66, p < .001, was found between typically developing readers and readers with dyslexia. All moderators were found to be significant; larger effects were associated with visual modality (g = 0.692, p < .001), semantically incongruent sentence tasks (g = 0.948, p < .001), pseudowords/characters tasks (g = 0.971, p < .001), and orthography [Chinese (g = 1.015, p < .001) vs. alphabets (g = 0.539, p < .001)]. Analysis of reaction time showed Hedge's g = 1.613, p < .001. Results suggest that the N400 reliably differentiated between typically developing readers and readers with dyslexia. Implications for future research and practice are discussed.
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Affiliation(s)
- Badriah Basma
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada.
| | - Robert Savage
- Department of Education, York University, Toronto, Canada.
| | - Armando Bertone
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada.
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2
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Andrade PE, Müllensiefen D, Andrade OVCA, Dunstan J, Zuk J, Gaab N. Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study. JOURNAL OF LEARNING DISABILITIES 2024; 57:43-60. [PMID: 36935627 DOI: 10.1177/00222194231157722] [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] [Indexed: 06/18/2023]
Abstract
Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains unclear to what extent skill level in these temporal aspects of music may uniquely contribute to the prediction of reading outcomes. A longitudinal design was used to test a group-administered musical sequence transcription task (MSTT). This task was designed to preferentially engage sequence processing skills while controlling for fine-grained pitch discrimination and rhythm in terms of temporal grouping. Forty-five children, native speakers of Portuguese (Mage = 7.4 years), completed the MSTT and a cognitive-linguistic protocol that included visual and auditory working memory tasks, as well as phonological awareness and reading tasks in second grade. Participants then completed reading assessments in third and fifth grades. Longitudinal regression models showed that MSTT and phonological awareness had comparable power to predict reading. The MSTT showed an overall classification accuracy for identifying low-achievement readers in Grades 2, 3, and 5 that was analogous to a comprehensive model including core predictors of reading disability. In addition, MSTT was the variable with the highest loading and the most discriminatory indicator of a phonological factor. These findings carry implications for the role of temporal sequence processing in contributing to the relationship between music and language and the potential use of MSTT as a language-independent, time- and cost-effective tool for the early identification of children at risk of reading disability.
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3
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Jhuo RA, Yang HM, Tsai HJ, Wang LC. How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition. JOURNAL OF LEARNING DISABILITIES 2023:222194231207549. [PMID: 37942894 DOI: 10.1177/00222194231207549] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Abstract
Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP and inhibition tasks to those in a chronological-age-matched group (CA; n = 62, Mage = 11.57 years) and reading-level-matched group (RL; n = 62, Mage = 8.98 years). The results revealed that children with dyslexia performed worse than both the CA-matched and RL-matched groups in VTP and inhibition after controlling for age, nonverbal intelligence, and attention. Moreover, the relationship between VTP and Chinese character reading was moderated by inhibition in children with dyslexia. VTP is positively related to Chinese character reading, but this relationship is observed only at higher levels of inhibition. Our results suggest that inhibition plays a potential role in VTP and Chinese character reading, especially for those with dyslexia whose proficiency in inhibition is not as intact as that of typically developing children.
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Affiliation(s)
| | | | | | - Li-Chih Wang
- The Education University of Hong Kong, Tai Po, Hong Kong
- National Tsing Hua University, Hsinchu City, Taiwan
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4
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Lorusso ML, Toraldo A. Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention? Brain Sci 2023; 13:brainsci13020328. [PMID: 36831871 PMCID: PMC9954758 DOI: 10.3390/brainsci13020328] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 02/09/2023] [Accepted: 02/11/2023] [Indexed: 02/17/2023] Open
Abstract
Developmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a sample of 55 school-age children with developmental dyslexia. The results show that the data fit a model in which each variable contributes to the reading ability in a non-additive but rather interactive way. These findings constitute a preliminary validation of the plausibility of the MFi-M, and encourage further research to add relevant factors and specify their relative weights. It is further discussed how subtype-based intervention approaches can be a suitable and advantageous framework for clinical intervention in a MFi-M perspective.
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Affiliation(s)
- Maria Luisa Lorusso
- Scientific Institute IRCCS E. Medea, 23842 Bosisio Parini, Italy
- Correspondence:
| | - Alessio Toraldo
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy
- Milan Center for Neuroscience, NeuroMI, 20126 Milan, Italy
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5
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Meena YK, Cecotti H, Bhushan B, Dutta A, Prasad G. Detection of Dyslexic Children Using Machine Learning and Multimodal Hindi Language Eye-Gaze-Assisted Learning System. IEEE TRANSACTIONS ON HUMAN-MACHINE SYSTEMS 2023; 53:122-131. [DOI: 10.1109/thms.2022.3221848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Affiliation(s)
- Yogesh Kumar Meena
- School of Computer Science and Electronic Engineering, University of Essex, Colchester, U.K
| | | | - Braj Bhushan
- Department of Humanities and Social Sciences, Indian Institute of Technology, Kanpur, India
| | - Ashish Dutta
- Centre of Mechatronics, Indian Institute of Technology, Kanpur, India
| | - Girijesh Prasad
- Intelligent Systems Research Centre, Ulster University, Londonderry, U.K
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6
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Saito K, Kachlicka M, Suzukida Y, Petrova K, Lee BJ, Tierney A. Auditory precision hypothesis-L2: Dimension-specific relationships between auditory processing and second language segmental learning. Cognition 2022; 229:105236. [PMID: 36027789 DOI: 10.1016/j.cognition.2022.105236] [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: 05/21/2021] [Revised: 01/11/2022] [Accepted: 07/25/2022] [Indexed: 11/29/2022]
Abstract
Growing evidence suggests a broad relationship between individual differences in auditory processing ability and the rate and ultimate attainment of language acquisition throughout the lifespan, including post-pubertal second language (L2) speech learning. However, little is known about how the precision of processing of specific auditory dimensions relates to the acquisition of specific L2 segmental contrasts. In the context of 100 late Japanese-English bilinguals with diverse profiles of classroom and immersion experience, the current study set out to investigate the link between the perception of several auditory dimensions (F3 frequency, F2 frequency, and duration) in non-verbal sounds and English [r]-[l] perception and production proficiency. Whereas participants' biographical factors (the presence/absence of immersion) accounted for a large amount of variance in the success of learning this contrast, the outcomes were also tied to their acuity to the most reliable, new auditory cues (F3 variation) and the less reliable but already-familiar cues (F2 variation). This finding suggests that individuals can vary in terms of how they perceive, utilize, and make the most of information conveyed by specific acoustic dimensions. When perceiving more naturalistic spoken input, where speech contrasts can be distinguished via a combination of numerous cues, some can attain a high-level of L2 speech proficiency by using nativelike and/or non-nativelike strategies in a complementary fashion.
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7
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Azaiez N, Loberg O, Hämäläinen JA, Leppänen PHT. Brain Source Correlates of Speech Perception and Reading Processes in Children With and Without Reading Difficulties. Front Neurosci 2022; 16:921977. [PMID: 35928008 PMCID: PMC9344064 DOI: 10.3389/fnins.2022.921977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
Neural correlates in reading and speech processing have been addressed extensively in the literature. While reading skills and speech perception have been shown to be associated with each other, their relationship remains debatable. In this study, we investigated reading skills, speech perception, reading, and their correlates with brain source activity in auditory and visual modalities. We used high-density event-related potentials (ERPs), fixation-related potentials (FRPs), and the source reconstruction method. The analysis was conducted on 12–13-year-old schoolchildren who had different reading levels. Brain ERP source indices were computed from frequently repeated Finnish speech stimuli presented in an auditory oddball paradigm. Brain FRP source indices were also computed for words within sentences presented in a reading task. The results showed significant correlations between speech ERP sources and reading scores at the P100 (P1) time range in the left hemisphere and the N250 time range in both hemispheres, and a weaker correlation for visual word processing N170 FRP source(s) in the posterior occipital areas, in the vicinity of the visual word form areas (VWFA). Furthermore, significant brain-to-brain correlations were found between the two modalities, where the speech brain sources of the P1 and N250 responses correlated with the reading N170 response. The results suggest that speech processes are linked to reading fluency and that brain activations to speech are linked to visual brain processes of reading. These results indicate that a relationship between language and reading systems is present even after several years of exposure to print.
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Affiliation(s)
- Najla Azaiez
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
- *Correspondence: Najla Azaiez ; orcid.org/0000-0002-7525-3745
| | - Otto Loberg
- Department of Psychology, Faculty of Science and Technology, Bournemouth University, Bournemouth, United Kingdom
| | - Jarmo A. Hämäläinen
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
- Department of Psychology, Jyväskylä Center for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Paavo H. T. Leppänen
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
- Department of Psychology, Jyväskylä Center for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
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8
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Perani D, Scifo P, Cicchini GM, Rosa PD, Banfi C, Mascheretti S, Falini A, Marino C, Morrone MC. White matter deficits correlate with visual motion perception impairments in dyslexic carriers of the DCDC2 genetic risk variant. Exp Brain Res 2021; 239:2725-2740. [PMID: 34228165 PMCID: PMC8448712 DOI: 10.1007/s00221-021-06137-1] [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: 11/24/2020] [Accepted: 05/12/2021] [Indexed: 02/07/2023]
Abstract
Motion perception deficits in dyslexia show a large intersubjective variability, partly reflecting genetic factors influencing brain architecture development. In previous work, we have demonstrated that dyslexic carriers of a mutation of the DCDC2 gene have a very strong impairment in motion perception. In the present study, we investigated structural white matter alterations associated with the poor motion perception in a cohort of twenty dyslexics with a subgroup carrying the DCDC2 gene deletion (DCDC2d+) and a subgroup without the risk variant (DCDC2d–). We observed significant deficits in motion contrast sensitivity and in motion direction discrimination accuracy at high contrast, stronger in the DCDC2d+ group. Both motion perception impairments correlated significantly with the fractional anisotropy in posterior ventral and dorsal tracts, including early visual pathways both along the optic radiation and in proximity of occipital cortex, MT and VWFA. However, the DCDC2d+ group showed stronger correlations between FA and motion perception impairments than the DCDC2d– group in early visual white matter bundles, including the optic radiations, and in ventral pathways located in the left inferior temporal cortex. Our results suggest that the DCDC2d+ group experiences higher vulnerability in visual motion processing even at early stages of visual analysis, which might represent a specific feature associated with the genotype and provide further neurobiological support to the visual-motion deficit account of dyslexia in a specific subpopulation.
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Affiliation(s)
- Daniela Perani
- Vita-Salute San Raffaele University, Milan, Italy.,C.E.R.M.A.C. (Centro di Risonanza Magnetica ad Alto Campo), Milan, Italy.,Nuclear Medicine Department, IRCCS San Raffaele Scientific Institute, Milan, Italy
| | - Paola Scifo
- C.E.R.M.A.C. (Centro di Risonanza Magnetica ad Alto Campo), Milan, Italy.,Nuclear Medicine Department, IRCCS San Raffaele Scientific Institute, Milan, Italy
| | - Guido M Cicchini
- Institute of Neuroscience, National Research Council (CNR), Pisa, Italy.
| | - Pasquale Della Rosa
- C.E.R.M.A.C. (Centro di Risonanza Magnetica ad Alto Campo), Milan, Italy.,Unit of Neuroradiology, IRCCS Ospedale San Raffaele, Milan, Italy
| | - Chiara Banfi
- Institute of Psychology, University of Graz, Graz, Austria
| | - Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute Eugenio Medea, Bosisio Parini, Italy
| | - Andrea Falini
- Vita-Salute San Raffaele University, Milan, Italy.,C.E.R.M.A.C. (Centro di Risonanza Magnetica ad Alto Campo), Milan, Italy.,Unit of Neuroradiology, IRCCS Ospedale San Raffaele, Milan, Italy
| | - Cecilia Marino
- Department of Psychiatry, Unviersity of Toronto, Toronto, Canada.,Division of Child and Youth Psychiatry, Centre for Addiction and Mental Health (CAMH), Toronto, Canada
| | - Maria Concetta Morrone
- Department of Translational Research on New Technologies in Medicine and Surgery, University of Pisa, Pisa, Italy.,Scientific Institute Stella Maris (IRCSS), Pisa, Italy
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9
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Georgiou GK, Martinez D, Vieira APA, Guo K. Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis. ANNALS OF DYSLEXIA 2021; 71:5-27. [PMID: 33712993 DOI: 10.1007/s11881-021-00220-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in the comparison between DYS and reading-level (RL) controls. A random-effects model analysis revealed a large effect size (Cohen's d = 1.17) for the CA-DYS comparison and a small effect size (Cohen's d = 0.18) for the RL-DYS comparison. In addition, we found significant heterogeneity in the effect sizes that was partly explained by the level of orthographic knowledge (effect sizes being higher for lexical than sub-lexical orthographic knowledge). These results suggest that individuals with dyslexia experience an orthographic knowledge deficit that is as large as that of phonological awareness and rapid automatized naming reported in previous meta-analyses.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
| | - Dalia Martinez
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Kan Guo
- School of Mathematical Sciences, Beijing Normal University, Beijing, 100875, People's Republic of China.
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10
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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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11
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Beaulieu C, Yip E, Low PB, Mädler B, Lebel CA, Siegel L, Mackay AL, Laule C. Myelin Water Imaging Demonstrates Lower Brain Myelination in Children and Adolescents With Poor Reading Ability. Front Hum Neurosci 2020; 14:568395. [PMID: 33192398 PMCID: PMC7596275 DOI: 10.3389/fnhum.2020.568395] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 08/31/2020] [Indexed: 01/18/2023] Open
Abstract
Magnetic resonance imaging (MRI) provides a means to non-invasively investigate the neurological links with dyslexia, a learning disability that affects one’s ability to read. Most previous brain MRI studies of dyslexia and reading skill have used structural or diffusion imaging to reveal regional brain abnormalities. However, volumetric and diffusion MRI lack specificity in their interpretation at the microstructural level. Myelin is a critical neural component for brain function and plasticity, and as such, deficits in myelin may impact reading ability. MRI can estimate myelin using myelin water fraction (MWF) imaging, which is based on evaluation of the proportion of short T2 myelin-associated water from multi-exponential T2 relaxation analysis, but has not yet been applied to the study of reading or dyslexia. In this study, MWF MRI, intelligence, and reading assessments were acquired in 20 participants aged 10–18 years with a wide range of reading ability to investigate the relationship between reading ability and myelination. Group comparisons showed markedly lower MWF by 16–69% in poor readers relative to good readers in the left and right thalamus, as well as the left posterior limb of the internal capsule, left/right anterior limb of the internal capsule, left/right centrum semiovale, and splenium of the corpus callosum. MWF over the entire group also correlated positively with three different reading scores in the bilateral thalamus as well as white matter, including the splenium of the corpus callosum, left posterior limb of the internal capsule, left anterior limb of the internal capsule, and left centrum semiovale. MWF imaging from T2 relaxation suggests that myelination, particularly in the bilateral thalamus, splenium, and left hemisphere white matter, plays a role in reading abilities. Myelin water imaging thus provides a potentially valuable in vivo imaging tool for the study of dyslexia and its remediation.
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Affiliation(s)
- Christian Beaulieu
- Department of Biomedical Engineering, University of Alberta, Edmonton, AB, Canada
| | - Eugene Yip
- Department of Physics and Astronomy, University of British Columbia, Vancouver, BC, Canada
| | - Pauline B Low
- Department of Education and Counseling Psychology, University of British Columbia, Vancouver, BC, Canada
| | | | | | - Linda Siegel
- Department of Education and Counseling Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Alex L Mackay
- Department of Physics and Astronomy, University of British Columbia, Vancouver, BC, Canada.,Department of Radiology, University of British Columbia, Vancouver, BC, Canada
| | - Cornelia Laule
- Department of Physics and Astronomy, University of British Columbia, Vancouver, BC, Canada.,Department of Radiology, University of British Columbia, Vancouver, BC, Canada.,Department of Pathology & Laboratory Medicine, University of British Columbia, Vancouver, BC, Canada.,International Collaboration on Repair Discoveries (ICORD), University of British Columbia, Vancouver, BC, Canada
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12
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Gokula R, Sharma M, Cupples L, Valderrama JT. Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties. Front Psychol 2019; 10:2383. [PMID: 31695659 PMCID: PMC6817942 DOI: 10.3389/fpsyg.2019.02383] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Accepted: 10/07/2019] [Indexed: 12/02/2022] Open
Abstract
OBJECTIVES To document the auditory processing, visual attention, digit memory, phonological processing, and receptive language abilities of individual children with identified word reading difficulties. DESIGN Twenty-five children with word reading difficulties and 28 control children with good word reading skills participated. All children were aged between 8 and 11 years, with normal hearing sensitivity and typical non-verbal intelligence. Both groups of children completed a test battery designed to assess their auditory processing, visual attention, digit memory, phonological processing, and receptive language. RESULTS When compared to children who were good readers, children with word reading difficulties obtained significantly lower average scores on tests of auditory processing, including the frequency pattern test, gaps in noise, frequency discrimination, Dichotic Digit difference Test, and Listening in Spatialized Noise. The two groups did not differ on the discrimination measures of sinusoidal amplitude modulation or iterated rippled noise. The results from children with word reading difficulties showed that 5 children (20%) had comorbid deficits in auditory processing, visual attention, and backward digit memory; whereas 12 children (48%) had comorbid auditory processing and visual attention deficits only, and 2 children (8%) had comorbid deficits in auditory processing and digit memory; the remaining children had only auditory processing, visual attention, or digit memory deficits. CONCLUSION The current study highlights the general co-existence of auditory processing, memory, and visual attention deficits in children with word reading difficulties. It is also noteworthy, however, that only one fifth of the current cohort had deficits across all measured tasks. Hence, our results also show the significant individual variability inherent in children with word reading difficulties.
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Affiliation(s)
- Rakshita Gokula
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- HEARing Cooperative Research Centre, Melbourne, VIC, Australia
| | - Mridula Sharma
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- HEARing Cooperative Research Centre, Melbourne, VIC, Australia
- Centre for Language Sciences, Macquarie University, Sydney, NSW, Australia
| | - Linda Cupples
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- Centre for Language Sciences, Macquarie University, Sydney, NSW, Australia
| | - Joaquin T. Valderrama
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- HEARing Cooperative Research Centre, Melbourne, VIC, Australia
- National Acoustic Laboratories, Sydney, NSW, Australia
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13
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Piotrowska B, Willis A. Beyond the global motion deficit hypothesis of developmental dyslexia: A cross-sectional study of visual, cognitive, and socio-economic factors influencing reading ability in children. Vision Res 2019; 159:48-60. [PMID: 30885877 DOI: 10.1016/j.visres.2019.03.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2018] [Revised: 03/12/2019] [Accepted: 03/12/2019] [Indexed: 11/16/2022]
Abstract
Although primarily conceptualized as a disorder of phonological awareness, developmental dyslexia is often associated with broader problems perceiving and attending to transient or rapidly-moving visual stimuli. However, the extent to which such visual deficits represent the cause or the consequence of dyslexia remains contentious, and very little research has examined the relative contributions of phonological, visual, and other variables to reading performance more broadly. We measured visual sensitivity to global motion (GM) and global form (GF), performance on various language and other cognitive tasks believed to be compromised in dyslexia (phonological awareness, processing speed, and working memory), together with a range of social and demographic variables often omitted in previous research, such as age, gender, non-verbal intelligence, and socio-economic status in an unselected sample (n = 132) of children aged 6-11.5 yrs from two different primary schools in Edinburgh, UK. We found that: (i) Mean GM sensitivity (but not GF) was significantly lower in poor readers (medium effect size); (ii) GM sensitivity accounted for only 3% of the variance in reading scores; (iii) GM sensitivity deficits were observed in only 16% of poor readers; (iv) the best predictors of reading performance were phonological awareness, non-verbal intelligence, and socio-economic status, suggesting the importance of controlling for these in future studies of vision and reading. These findings suggest that developmental dyslexia is unlikely to represent a single category of neurodevelopmental disorder underpinned by lower-level deficits in visual motion processing.
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Affiliation(s)
- Barbara Piotrowska
- School of Applied Sciences, Edinburgh Napier University, 9 Sighthill Ct, Edinburgh EH11 4BN, UK.
| | - Alexandra Willis
- School of Health in Social Science, The University of Edinburgh, Medical School, Teviot Place, Edinburgh EH8 9AG, UK.
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14
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Zuk J, Bishop-Liebler P, Ozernov-Palchik O, Moore E, Overy K, Welch G, Gaab N. Revisiting the "enigma" of musicians with dyslexia: Auditory sequencing and speech abilities. J Exp Psychol Gen 2017; 146:495-511. [PMID: 28383990 DOI: 10.1037/xge0000281] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
Previous research has suggested a link between musical training and auditory processing skills. Musicians have shown enhanced perception of auditory features critical to both music and speech, suggesting that this link extends beyond basic auditory processing. It remains unclear to what extent musicians who also have dyslexia show these specialized abilities, considering often-observed persistent deficits that coincide with reading impairments. The present study evaluated auditory sequencing and speech discrimination in 52 adults comprised of musicians with dyslexia, nonmusicians with dyslexia, and typical musicians. An auditory sequencing task measuring perceptual acuity for tone sequences of increasing length was administered. Furthermore, subjects were asked to discriminate synthesized syllable continua varying in acoustic components of speech necessary for intraphonemic discrimination, which included spectral (formant frequency) and temporal (voice onset time [VOT] and amplitude envelope) features. Results indicate that musicians with dyslexia did not significantly differ from typical musicians and performed better than nonmusicians with dyslexia for auditory sequencing as well as discrimination of spectral and VOT cues within syllable continua. However, typical musicians demonstrated superior performance relative to both groups with dyslexia for discrimination of syllables varying in amplitude information. These findings suggest a distinct profile of speech processing abilities in musicians with dyslexia, with specific weaknesses in discerning amplitude cues within speech. Because these difficulties seem to remain persistent in adults with dyslexia despite musical training, this study only partly supports the potential for musical training to enhance the auditory processing skills known to be crucial for literacy in individuals with dyslexia. (PsycINFO Database Record
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Affiliation(s)
- Jennifer Zuk
- Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Boston Children's Hospital
| | - Paula Bishop-Liebler
- International Music Education Research Centre, Institute of Education, University College London
| | - Ola Ozernov-Palchik
- Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Boston Children's Hospital
| | - Emma Moore
- Institute of Music in Human and Social Development, Reid School of Music, University of Edinburgh
| | - Katie Overy
- Institute of Music in Human and Social Development, Reid School of Music, University of Edinburgh
| | - Graham Welch
- International Music Education Research Centre, Institute of Education, University College London
| | - Nadine Gaab
- Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Boston Children's Hospital
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15
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Dunn W, Little L, Dean E, Robertson S, Evans B. The State of the Science on Sensory Factors and Their Impact on Daily Life for Children: A Scoping Review. OTJR-OCCUPATION PARTICIPATION AND HEALTH 2017; 36:3S-26S. [PMID: 27504990 DOI: 10.1177/1539449215617923] [Citation(s) in RCA: 43] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The objective of this study was to identify and synthesize research about how sensory factors affect daily life of children. We designed a conceptual model to guide a scoping review of research published from 2005 to October 2014 (10 years). We searched MEDLINE, CINAHL, and PsycINFO and included studies about sensory perception/processing; children, adolescents/young adults; and participation. We excluded studies about animals, adults, and review articles. Our process resulted in 261 articles meeting criteria. Research shows that children with conditions process sensory input differently than peers. Neuroscience evidence supports the relationship between sensory-related behaviors and brain activity. Studies suggest that sensory processing is linked to social participation, cognition, temperament, and participation. Intervention research illustrates the importance of contextually relevant practices. Future work can examine the developmental course of sensory processing aspects of behavior across the general population and focus on interventions that support children's sensory processing as they participate in their daily lives.
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Affiliation(s)
- Winnie Dunn
- University of Kansas Medical Center, Kansas City, KS, USA
| | - Lauren Little
- University of Kansas Medical Center, Kansas City, KS, USA
| | - Evan Dean
- University of Kansas Medical Center, Kansas City, KS, USA
| | - Sara Robertson
- University of Kansas Medical Center, Kansas City, KS, USA
| | - Benjamin Evans
- University of Kansas Medical Center, Kansas City, KS, USA
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16
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Park S, Nevin ABC, Cardozo-Pelaez F, Lurie DI. Pb exposure prolongs the time period for postnatal transient uptake of 5-HT by murine LSO neurons. Neurotoxicology 2016; 57:258-269. [PMID: 27771255 DOI: 10.1016/j.neuro.2016.10.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2016] [Revised: 09/27/2016] [Accepted: 10/17/2016] [Indexed: 01/09/2023]
Abstract
Pb exposure is associated with cognitive deficits including Attention Deficit Hyperactivity Disorder (ADHD) in children and alters auditory temporal processing in humans and animals. Serotonin has been implicated in auditory temporal processing and previous studies from our laboratory have demonstrated that developmental Pb decreases expression of serotonin (5-HT) in the adult murine lateral superior olive (LSO). During development, certain non-serotonergic sensory neurons, including auditory LSO neurons, transiently take up 5-HT through the serotonin reuptake transporter (SERT). The uptake of 5-HT is important for development of sensory systems. This study examines the effect of Pb on the serotonergic system in the LSO of the early postnatal mouse. Mice were exposed to moderate Pb (0.01mM) or high Pb (0.1mM) throughout gestation and postnatal day 4 (P4) and P8. We found that Pb exposure prolongs the normal developmental expression of 5-HT by LSO neurons and this is correlated with expression of SERT on LSO cell bodies. The prolonged expression of 5-HT by postnatal LSO neurons is correlated with decreased synaptic immunolabeling within the LSO. This Pb-associated decrease in synaptic density within the LSO could contribute to the auditory temporal processing deficits and cognitive deficits associated with developmental Pb exposure.
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Affiliation(s)
- Sunyoung Park
- Center for Structural and Functional Neuroscience, Center for Environmental Health Sciences, Department of Biomedical & Pharmaceutical Sciences, College of Health Professions and Biomedical Sciences, The University of Montana, Missoula, MT 59812, United States; Business Planning Department, Kyowa Hakko Kirin Korea Co., Ltd., Seoul, Republic of Korea
| | - Andrew B C Nevin
- Center for Structural and Functional Neuroscience, Center for Environmental Health Sciences, Department of Biomedical & Pharmaceutical Sciences, College of Health Professions and Biomedical Sciences, The University of Montana, Missoula, MT 59812, United States
| | - Fernando Cardozo-Pelaez
- Center for Structural and Functional Neuroscience, Center for Environmental Health Sciences, Department of Biomedical & Pharmaceutical Sciences, College of Health Professions and Biomedical Sciences, The University of Montana, Missoula, MT 59812, United States
| | - Diana I Lurie
- Center for Structural and Functional Neuroscience, Center for Environmental Health Sciences, Department of Biomedical & Pharmaceutical Sciences, College of Health Professions and Biomedical Sciences, The University of Montana, Missoula, MT 59812, United States.
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17
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Grajo LC, Candler C. An Occupation and Participation Approach to Reading Intervention (OPARI) part I: Defining reading as an occupation. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION 2016. [DOI: 10.1080/19411243.2016.1141082] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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18
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Levels of Visual Stress in Proficient Readers: Effects of Spectral Filtering of Fluorescent Lighting on Reading Discomfort. SPANISH JOURNAL OF PSYCHOLOGY 2015; 18:E58. [PMID: 26255657 DOI: 10.1017/sjp.2015.59] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Visual stress (VS) affects reading in 5-12% of the general population and 31-36% of children with reading disorders. Symptoms include print distortions and visual discomfort when reading, and are exacerbated by fluorescent lighting. Prior research has indicated that VS can also affect proficient readers. We therefore examined levels of visual discomfort in a group of expert readers (n = 24) under both standard and spectrally-filtered fluorescent lighting. Participants rated their awareness of six symptoms of VS under each lighting condition. Under the standard condition, 4(16.7%) of the group recorded moderate to high levels of VS. Differences in symptom levels and reading speed between conditions were analysed using the Wilcoxon Signed Rank Test. Under the filter condition, the group reported less discomfort regarding all six symptoms of VS surveyed. The differences were significant with respect to three of the symptoms (p = .029 - p < .001), with a medium effect size in all of them (r = .31 - r = .46) and total score (p = .007; r = .39). Variations in reading proficiency included significantly fewer self-corrections (p = .019) and total errors (p = .004). Here we present evidence that VS-type symptoms of reading discomfort are not confined to populations with reading difficulties and may also occur in proficient readers, and that simple adaptations to fluorescent lighting may alleviate such symptoms.
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Qian Y, Bi HY. The visual magnocellular deficit in Chinese-speaking children with developmental dyslexia. Front Psychol 2014; 5:692. [PMID: 25071661 PMCID: PMC4084406 DOI: 10.3389/fpsyg.2014.00692] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2014] [Accepted: 06/16/2014] [Indexed: 11/30/2022] Open
Abstract
Many alphabetic studies have evidenced that individuals with developmental dyslexia (DD) have deficits in visual magnocellular (M) pathway. However, there are few studies to investigate the M function of Chinese DD. Chinese is a logographic language, and Chinese characters are complicated in structure. Visual skills and orthographic processing abilities are particularly important for efficient reading in Chinese as compared to alphabetic languages. Therefore, it is necessary to investigate the visual M function of Chinese DD and whether the M function was associated with orthographic skills. In the present study, 26 dyslexic children (mean age: 10.03 years) and 27 age-matched normal children (mean age: 10.37 years) took part in a coherent motion (CM) detection task and an orthographic awareness test. The results showed that dyslexic children had a significantly higher threshold than age-matched children in CM detection task. Meanwhile, children with DD responded more slowly in orthographic awareness test, although the group difference was marginally significant. The results suggested that Chinese dyslexics had deficits both in visual M pathway processing and orthographic processing. In order to investigate the relationship between M function and orthographic skills, we made a correlation analysis between CM threshold and orthographic awareness by merging performance of dyslexic children and age-matched children. The results revealed that CM thresholds were positively correlated with reaction times in orthographic awareness test, suggesting that better M function was related to better orthographic processing skills.
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Affiliation(s)
- Yi Qian
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences Beijing, China ; University of Chinese Academy of Sciences Beijing, China
| | - Hong-Yan Bi
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences Beijing, China
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20
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Pammer K. Temporal sampling in vision and the implications for dyslexia. Front Hum Neurosci 2014; 7:933. [PMID: 24596549 PMCID: PMC3925989 DOI: 10.3389/fnhum.2013.00933] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2013] [Accepted: 12/23/2013] [Indexed: 11/17/2022] Open
Abstract
It has recently been suggested that dyslexia may manifest as a deficit in the neural synchrony underlying language-based codes (Goswami, 2011), such that the phonological deficits apparent in dyslexia occur as a consequence of poor synchronisation of oscillatory brain signals to the sounds of language. There is compelling evidence to support this suggestion, and it provides an intriguing new development in understanding the aetiology of dyslexia. It is undeniable that dyslexia is associated with poor phonological coding, however, reading is also a visual task, and dyslexia has also been associated with poor visual coding, particularly visuo-spatial sensitivity. It has been hypothesized for some time that specific frequency oscillations underlie visual perception. Although little research has been done looking specifically at dyslexia and cortical frequency oscillations, it is possible to draw on converging evidence from visual tasks to speculate that similar deficits could occur in temporal frequency oscillations in the visual domain in dyslexia. Thus, here the plausibility of a visual correlate of the Temporal Sampling Framework is considered, leading to specific hypotheses and predictions for future research. A common underlying neural mechanism in dyslexia, may subsume qualitatively different manifestations of reading difficulty, which is consistent with the heterogeneity of the disorder, and may open the door for a new generation of exciting research.
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Affiliation(s)
- Kristen Pammer
- The Research School of Psychology, The Australian National University Canberra, ACT, Australia
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21
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Conlon EG, Lilleskaret G, Wright CM, Stuksrud A. Why do adults with dyslexia have poor global motion sensitivity? Front Hum Neurosci 2013; 7:859. [PMID: 24376414 PMCID: PMC3860316 DOI: 10.3389/fnhum.2013.00859] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2013] [Accepted: 11/25/2013] [Indexed: 12/01/2022] Open
Abstract
Two experiments aimed to determine why adults with dyslexia have higher global motion thresholds than typically reading controls. In Experiment 1, the dot density and number of animation frames presented in the dot stimulus were manipulated because of findings that use of a high dot density can normalize coherence thresholds in individuals with dyslexia. Dot densities were 14.15 and 3.54 dots/deg2. These were presented for five (84 ms) or eight (134 ms) frames. The dyslexia group had higher coherence thresholds in all conditions than controls. However, in the high dot density, long duration condition, both reader groups had the lowest thresholds indicating normal temporal recruitment. These results indicated that the dyslexia group could sample the additional signals dots over space and then integrate these with the same efficiency as controls. In Experiment 2, we determined whether briefly presenting a fully coherent prime moving in either the same or opposite direction of motion to a partially coherent test stimulus would systematically increase and decrease global motion thresholds in the reader groups. When the direction of motion in the prime and test was the same, global motion thresholds increased for both reader groups. The increase in coherence thresholds was significantly greater for the dyslexia group. When the motion of the prime and test were presented in opposite directions, coherence thresholds were reduced in both groups. No group threshold differences were found. We concluded that the global motion processing deficit found in adults with dyslexia can be explained by undersampling of the target motion signals. This might occur because of difficulties directing attention to the relevant motion signals in the random dot pattern, and not a specific difficulty integrating global motion signals. These effects are most likely to occur in the group with dyslexia when more complex computational processes are required to process global motion.
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Affiliation(s)
- Elizabeth G Conlon
- Griffith Health Institute, School of Applied Psychology, Griffith University Gold Coast, QLD, Australia
| | - Gry Lilleskaret
- Griffith Health Institute, School of Applied Psychology, Griffith University Gold Coast, QLD, Australia
| | - Craig M Wright
- Griffith Health Institute, School of Applied Psychology, Griffith University Gold Coast, QLD, Australia
| | - Anne Stuksrud
- Griffith Health Institute, School of Applied Psychology, Griffith University Gold Coast, QLD, Australia
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22
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Levit-Binnun N, Davidovitch M, Golland Y. Sensory and motor secondary symptoms as indicators of brain vulnerability. J Neurodev Disord 2013; 5:26. [PMID: 24063566 PMCID: PMC3849186 DOI: 10.1186/1866-1955-5-26] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/13/2013] [Accepted: 09/04/2013] [Indexed: 01/20/2023] Open
Abstract
In addition to the primary symptoms that distinguish one disorder from the next, clinicians have identified, yet largely overlooked, another set of symptoms that appear across many disorders, termed secondary symptoms. In the emerging era of systems neuroscience, which highlights that many disorders share common deficits in global network features, the nonspecific nature of secondary symptoms should attract attention. Herein we provide a scholarly review of the literature on a subset of secondary symptoms––sensory and motor. We demonstrate that their pattern of appearance––across a wide range of psychopathologies, much before the full-blown disorder appears, and in healthy individuals who display a variety of negative symptoms––resembles the pattern of appearance of network abnormalities. We propose that sensory and motor secondary symptoms can be important indicators of underlying network aberrations and thus of vulnerable brain states putting individuals at risk for psychopathology following extreme circumstances.
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Affiliation(s)
- Nava Levit-Binnun
- Interdisciplinary Center (IDC), Sagol Unit for Applied Neuroscience, School of Psychology, POB 167, Herzliya 46150, Israel.
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23
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Hämäläinen JA, Salminen HK, Leppänen PHT. Basic auditory processing deficits in dyslexia: systematic review of the behavioral and event-related potential/ field evidence. JOURNAL OF LEARNING DISABILITIES 2013; 46:413-27. [PMID: 22323280 DOI: 10.1177/0022219411436213] [Citation(s) in RCA: 160] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
A review of research that uses behavioral, electroencephalographic, and/or magnetoencephalographic methods to investigate auditory processing deficits in individuals with dyslexia is presented. Findings show that measures of frequency, rise time, and duration discrimination as well as amplitude modulation and frequency modulation detection were most often impaired in individuals with dyslexia. Less consistent findings were found for intensity and gap perception. Additional factors that mediate auditory processing deficits in individuals with dyslexia and their implications are discussed.
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24
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Raschle NM, Stering PL, Meissner SN, Gaab N. Altered neuronal response during rapid auditory processing and its relation to phonological processing in prereading children at familial risk for dyslexia. ACTA ACUST UNITED AC 2013; 24:2489-501. [PMID: 23599167 DOI: 10.1093/cercor/bht104] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Developmental dyslexia (DD) is a learning disability affecting 5-17% of children. Although researchers agree that DD is characterized by deficient phonological processing (PP), its cause is debated. It has been suggested that altered rapid auditory processing (RAP) may lead to deficient PP in DD and studies have shown deficient RAP in individuals with DD. Functional neuroimaging (fMRI) studies have implicated hypoactivations in left prefrontal brain regions during RAP in individuals with DD. When and how these neuronal alterations evolve remains unknown. In this article, we investigate functional networks during RAP in 28 children with (n = 14) and without (n = 14) a familial risk for DD before reading onset (mean: 5.6 years). Results reveal functional alterations in left-hemispheric prefrontal regions during RAP in prereading children at risk for DD, similar to findings in individuals with DD. Furthermore, activation during RAP in left prefrontal regions positively correlates with prereading measures of PP and with neuronal activation during PP in posterior dorsal and ventral brain areas. Our results suggest that neuronal differences during RAP predate reading instruction and thus are not due to experience-dependent brain changes resulting from DD itself and that there is a functional relationship between neuronal networks for RAP and PP within the prereading brain.
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Affiliation(s)
- Nora M Raschle
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA Harvard Medical School, Boston, MA 02115, USA and
| | - Patrice L Stering
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Sarah N Meissner
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA Harvard Medical School, Boston, MA 02115, USA and Harvard Graduate School of Education, Cambridge, MA 02138, USA
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25
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26
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Georgiou GK, Papadopoulos TC, Zarouna E, Parrila R. Are auditory and visual processing deficits related to developmental dyslexia? DYSLEXIA (CHICHESTER, ENGLAND) 2012; 18:110-129. [PMID: 22419585 DOI: 10.1002/dys.1439] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological awareness, orthographic processing, short-term memory, rapid automatized naming, auditory and visual processing, and reading fluency to 21 Grade 6 children with dyslexia, 21 chronological age-matched controls and 20 Grade 3 reading age-matched controls. The results indicated that the children with dyslexia did not experience auditory processing deficits, but about half of them showed visual processing deficits. Both orthographic processing and rapid automatized naming deficits were associated with dyslexia in our sample, but it is less clear that they were associated with visual processing deficits.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.
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27
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Wright CM, Conlon EG, Dyck M. Visual search deficits are independent of magnocellular deficits in dyslexia. ANNALS OF DYSLEXIA 2012; 62:53-69. [PMID: 22090158 DOI: 10.1007/s11881-011-0061-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2010] [Accepted: 10/06/2011] [Indexed: 05/31/2023]
Abstract
The aim of this study was to investigate the theory that visual magnocellular deficits seen in groups with dyslexia are linked to reading via the mechanisms of visual attention. Visual attention was measured with a serial search task and magnocellular function with a coherent motion task. A large group of children with dyslexia (n = 70) had slower serial search times than a control group of typical readers. However, the effect size was small (η(p)(2) = 0.05) indicating considerable overlap between the groups. When the dyslexia sample was split into those with or without a magnocellular deficit, there was no difference in visual search reaction time between either group and controls. The data suggest that magnocellular sensitivity and visual spatial attention weaknesses are independent of one another. They also provide more evidence of heterogeneity in response to psychophysical tasks in groups with dyslexia. Alternative explanations for poor performance on visual attention tasks are proposed along with avenues for future research.
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Affiliation(s)
- Craig M Wright
- Behavioural Basis of Health Research Group, Griffith Health Institute, Griffith University, Gold Coast, QLD, Australia.
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28
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Conlon EG, Lilleskaret G, Wright CM, Power GF. The influence of contrast on coherent motion processing in dyslexia. Neuropsychologia 2012; 50:1672-81. [PMID: 22484519 DOI: 10.1016/j.neuropsychologia.2012.03.023] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2011] [Revised: 02/06/2012] [Accepted: 03/21/2012] [Indexed: 10/28/2022]
Abstract
The aim of the experiments was to investigate how manipulating the contrast of the signal and noise dots in a random dot kinematogram (RDK), influenced on motion coherence thresholds in adults with dyslexia. In the first of two experiments, coherent motion thresholds were measured when the contrasts of the signal and noise dots in an RDK were manipulated. A significantly greater processing benefit was found for the group with dyslexia than a control group when the signal dots were of higher contrast than the noise dots. However, a significant processing disadvantage was found for the group with dyslexia relative to the control group when the signal dots were of lower contrast than the noise dots. These findings were interpreted as supporting evidence for the noise exclusion hypothesis of dyslexia. In Experiment 2, the effect on coherent motion thresholds of presenting a cue that alerted observers to which stimuli, high or low contrast contained the signals dots was investigated. When the cue directed attention to low contrast signal dots presented in high contrast noise, coherent motion thresholds were only enhanced for the group with dyslexia. This manipulation produced equivalent coherent motion thresholds in the reader groups. In other conditions, the group with dyslexia had significantly higher coherent motion thresholds than the control group. It was concluded that adults with dyslexia who show evidence of a coherent motion deficit (37% of the dyslexia group in each experiment), have a specific difficulty in noise exclusion. This appears to occur as consequence of a sensory processing deficit in the magnocellular or dorsal stream.
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Affiliation(s)
- Elizabeth G Conlon
- School of Applied Psychology, Gold Coast Campus, Griffith Health Institute, Griffith University, Gold Coast, Queensland, 4222, Australia.
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29
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Does a sensory processing deficit explain counting accuracy on rapid visual sequencing tasks in adults with and without dyslexia? Brain Cogn 2011; 76:197-205. [PMID: 21435770 DOI: 10.1016/j.bandc.2010.10.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2009] [Revised: 10/28/2010] [Accepted: 10/29/2010] [Indexed: 11/20/2022]
Abstract
The experiments conducted aimed to investigate whether reduced accuracy when counting stimuli presented in rapid temporal sequence in adults with dyslexia could be explained by a sensory processing deficit, a general slowing in processing speed or difficulties shifting attention between stimuli. To achieve these aims, the influence of the inter-stimulus interval (ISI), stimulus duration, and sequence length were evaluated in two experiments. In the first that used skilled readers only, significantly more errors were found with presentation of long sequences when the ISI or stimulus durations were short. Experiment 2 used a wider range of ISIs and stimulus durations. Compared to skilled readers, a group with dyslexia had reduced accuracy on two-stimulus sequences when the ISI was short, but not when the ISI was long. Although reduced accuracy was found on all short and long sequences by the group with dyslexia, when performance on two-stimulus sequences was used as an index of sensory processing efficiency and controlled, group differences were found with presentation of stimuli of short duration only. We concluded that continuous, repetitive stimulation to the same visual area can produce a capacity limitation on rapid counting tasks in all readers when the ISIs or stimulus durations are short. While reduced accuracy on rapid sequential counting tasks can be explained by a sensory processing deficit when the stimulus duration is long, slower processing speed in the group with dyslexia explains the greater inaccuracy found as sequence length is increased when the stimulus duration is short.
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30
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Benassi M, Simonelli L, Giovagnoli S, Bolzani R. Coherence motion perception in developmental dyslexia: a meta-analysis of behavioral studies. DYSLEXIA (CHICHESTER, ENGLAND) 2010; 16:341-357. [PMID: 20957687 DOI: 10.1002/dys.412] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The magnitude of the association between developmental dyslexia (DD) and motion sensitivity is evaluated in 35 studies, which investigated coherence motion perception in DD. A first analysis is conducted on the differences between DD groups and age-matched control (C) groups. In a second analysis, the relationship between motion coherence threshold and reading ability is considered. Globally, the mean effect size (ES) is moderate (d = 0.675, 2334 subjects) with a large value (d = 0.747) for the between-groups differences in motion perception and a smaller mean ES (d = 0.178) for the correlational studies. The influence on ES of the stimuli parameters and subjects age is analyzed. The number of dots, the age of the subjects, and the type of analysis (i.e. between-group or correlational) are significantly related to the ES. Looking at the ES values, a smaller number of dots constituting the stimuli are associated with larger ES and, interestingly, the children studies are associated with lower ES in comparison with the researches evaluating adults. The large ES value supports the importance of studying motion perception deficits in DD groups, consistently with the claim that dorsal impairment/noise-exclusion deficit could be one of the risk factor of reading difficulties.
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31
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Gabel LA, Gibson CJ, Gruen JR, LoTurco JJ. Progress towards a cellular neurobiology of reading disability. Neurobiol Dis 2009; 38:173-80. [PMID: 19616627 DOI: 10.1016/j.nbd.2009.06.019] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2009] [Revised: 06/25/2009] [Accepted: 06/28/2009] [Indexed: 01/18/2023] Open
Abstract
Reading Disability (RD) is a significant impairment in reading accuracy, speed and/or comprehension despite adequate intelligence and educational opportunity. RD affects 5-12% of readers, has a well-established genetic risk, and is of unknown neurobiological cause or causes. In this review we discuss recent findings that revealed neuroanatomic anomalies in RD, studies that identified 3 candidate genes (KIAA0319, DYX1C1, and DCDC2), and compelling evidence that potentially link the function of candidate genes to the neuroanatomic anomalies. A hypothesis has emerged in which impaired neuronal migration is a cellular neurobiological antecedent to RD. We critically evaluate the evidence for this hypothesis, highlight missing evidence, and outline future research efforts that will be required to develop a more complete cellular neurobiology of RD.
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Affiliation(s)
- Lisa A Gabel
- Department of Psychology, Lafayette College, Easton, PA, USA
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