Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age

Abnormal brain activation during speech perception and production in children and adults with reading difficulty

Reading difficulty (RD) is associated with phonological deficits; however, it remains unknown whether the phonological deficits are different in children and adults with RD as reflected in foreign speech perception and production. In the current study, using functional Near-infrared spectroscopy (fNIRS), we found less difference between Chinese adults and Chinese children in the RD groups than the control groups in the activation of the right inferior frontal gyrus (IFG) and the dorsolateral prefrontal cortex (DLPFC) during Spanish speech perception, suggesting slowed development in these regions associated with RD. Furthermore, using multivariate pattern analysis (MVPA), we found that activation patterns in the left middle temporal gyrus (MTG), premotor, supplementary motor area (SMA), and IFG could serve as reliable markers of RD. We provide both behavioral and neurological evidence for impaired speech perception and production in RD readers which can serve as markers of RD.

Infant mismatch responses to speech-sound changes predict language development in preschoolers at risk for dyslexia

OBJECTIVE

We investigated how infant mismatch responses (MMRs), which have the potential for providing information on auditory discrimination abilities, could predict subsequent development of pre-reading skills and the risk for familial dyslexia.

METHODS

We recorded MMRs to vowel, duration, and frequency deviants in pseudo-words at birth and 28 months in a sample over-represented by infants with dyslexia risk. We examined MMRs' associations with pre-reading skills at 28 months and 4-5 years and compared the results in subgroups with vs. without dyslexia risk.

RESULTS

Larger positive MMR (P-MMR) at birth was found to be associated with better serial naming. In addition, increased mismatch negativity (MMN) and late discriminative negativity (LDN), and decreased P-MMR at 28 months overall, were shown to be related to better pre-reading skills. The associations were influenced by dyslexia risk, which was also linked to poor pre-reading skills.

CONCLUSIONS

Infant MMRs, providing information about the maturity of the auditory system, are associated with the development of pre-reading skills. Speech-processing deficits may contribute to deficits in language acquisition observed in dyslexia.

SIGNIFICANCE

Infant MMRs could work as predictive markers of atypical linguistic development during early childhood. Results may help in planning preventive and rehabilitation interventions in children at risk of learning impairments.

Will you read how I will read? Naturalistic fMRI predictors of emergent reading

Despite reading being an essential and almost universal skill in the developed world, reading proficiency varies substantially from person to person. To study why, the fMRI field is beginning to turn from single-word or nonword reading tasks to naturalistic stimuli like connected text and listening to stories. To study reading development in children just beginning to read, listening to stories is an appropriate paradigm because speech perception and phonological processing are important for, and are predictors of, reading proficiency. Our study examined the relationship between behavioral reading-related skills and the neural response to listening to stories in the fMRI environment. Functional MRI were gathered in a 3T TIM-Trio scanner. During the fMRI scan, children aged approximately 7 years listened to professionally narrated common short stories and answered comprehension questions following the narration. Analyses of the data used inter-subject correlation (ISC), and representational similarity analysis (RSA). Our primary finding is that ISC reveals areas of increased synchrony in both high- and low-performing emergent readers previously implicated in reading ability/disability. Of particular interest are that several previously identified brain regions (medial temporal gyrus (MTG), inferior frontal gyrus (IFG), inferior temporal gyrus (ITG)) were found to "synchronize" across higher reading ability participants, while lower reading ability participants had idiosyncratic activation patterns in these regions. Additionally, two regions (superior frontal gyrus (SFG) and another portion of ITG) were recruited by all participants, but their specific timecourse of activation depended on reading performance. These analyses support the idea that different brain regions involved in reading follow different developmental trajectories that correlate with reading proficiency on a spectrum rather than the usual dichotomy of poor readers versus strong readers.

What Factors Contribute to Reading in ADHD: Examining Reading-Related Skills in Children With ADHD Only/Comorbid Developmental Dyslexia

BACKGROUND

ADHD and developmental dyslexia (DD) frequently co-occur. However, it is unclear why some children with ADHD acquire DD while others do not.

METHODS

A total of 830 children (including typically developing controls, ADHD only, DD only, and ADHD + DD groups) of two ages (younger: first-third grade; older: fourth-sixth grade) were assessed on measures of reading ability and reading-related skills.

RESULTS

The clinical groups had different degrees of impairment in each reading-related skill. Regression results found that the four groups had different skills in predicting reading ability in younger and older grades. Especially, rapid automatized naming (RAN) was the only predictor of reading ability in children with ADHD only.

CONCLUSIONS

The study highlights that RAN plays an important role in the reading development of children with ADHD only, reflecting the possible protective role of RAN in reading development.

Phonemic mismatch negativity mediates the association between phoneme awareness and character reading ability in young Chinese children

Poor phonological awareness is associated with greater risk for reading disability. The underlying neural mechanism of such association may lie in the brain processing of phonological information. Lower amplitude of auditory mismatch negativity (MMN) has been associated with poor phonological awareness and with the presence of reading disability. The current study recorded auditory MMN to phoneme and lexical tone contrast with odd-ball paradigm and examined whether auditory MMN mediated the associations between phonological awareness and character reading ability through a three-year longitudinal study in 78 native Mandarin-speaking kindergarten children. Hierarchical linear regression and mediation analyses showed that the effect of phoneme awareness on the character reading ability was mediated by the phonemic MMN in young Chinese children. Findings underscore the key role of phonemic MMN as the underlying neurodevelopmental mechanism linking phoneme awareness and reading ability.

The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction

To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field's understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.

Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia

Although allophonic speech processing has been hypothesized to be a contributing factor in developmental dyslexia, experimental evidence is limited and inconsistent. The current study compared the categorization of native similar sounding vowels of typically developing (TD) children and children at familial risk (FR) of dyslexia. EEG response was collected in a non-attentive passive oddball paradigm from 35 TD and 35 FR Dutch 20-month-old infants who were matched on vocabulary. The children were presented with two nonwords “giep” [ɣip] and “gip” [ɣIp] that contrasted solely with respect to the vowel. In the multiple-speaker condition, both nonwords were produced by twelve different speakers while in the single-speaker condition, single tokens of each word were used as stimuli. For both conditions and for both groups, infant positive mismatch response (p-MMR) was elicited, and the p-MMR amplitude was comparable between the two groups, although the FR children had a later p-MMR peak than the TD children in the multiple-speaker condition. These findings indicate that FR children are able to categorize speech sounds, but that they may do so in a more effortful way than TDs.

P-MMR and LDN beside MMN as Speech-evoked Neural Markers in Children with Cochlear Implants: A Review

This review mainly explores less-reported neural markers to speech-evoked contrasts in children with cochlear implants (CI). Databases and electronic journals were searched with keywords of "mismatch responses" AND "positive mismatch response" (p-MMR) AND "late discriminate negativity" (LDN). P-MMR likely is as a measurement of brain immaturity in CI children while the developmental trajectories of LDN remain unexplained in older CI children. In CI children, there is a p-MMR-MMN-LDN sequence to speech stimuli developmentally. Whereas these aforementioned neural responses anticipate developmental changes in CI groups, it is still uncertain about the cutoff age for disappearance of p-MMR and LDN.

Brain responses during auditory word recognition vary with reading ability in Chinese school-age children

While the close relationship between the brain system for speech processing and reading development is well-documented in alphabetic languages, whether and how such a link exists in children in a language without systematic grapheme-phoneme correspondence has not been directly investigated. In the present study, we measured Chinese children's brain activation during an auditory lexical decision task with functional magnetic resonance imaging. The results showed that brain areas distributed across the temporal and frontal lobes activated during spoken word recognition. In addition, the left occipitotemporal cortex (OTC) was recruited, especially under the real word condition, thus confirming the involvement of this orthographic-related area in spoken language processing in Chinese children. Importantly, activation of the left temporoparietal cortex (TPC) in response to words and pseudowords was positively correlated with children's reading ability, thus supporting the salient role phonological processing plays in Chinese reading in the developing brain. Furthermore, children with higher reading scores also increasingly recruited the left anterior OTC to make decisions on the lexical status of pseudowords, indicating that higher-skill children tend to search abstract lexical representations more deeply than lower-skill children in deciding whether spoken syllables are real. In contrast, the precuneus was more related to trial-by-trial reaction time in lower-skill children, suggesting that effort-related neural systems differ among pupils with varying reading abilities. Taken together, these findings suggest a strong link between the neural correlates of speech processing and reading ability in Chinese children, thus supporting a universal basis underlying reading development across languages.

The development of brain rhythms at rest and its impact on vocabulary acquisition

A long-standing question in developmental science is how the neurodevelopment of the brain influences cognitive functions. Here, we examined the developmental change of resting EEG power and its links to vocabulary acquisition in school-age children. We further explored what mechanisms may mediate the relation between brain rhythm maturation and vocabulary knowledge. Eyes-opened resting-state EEG data were recorded from 53 typically-developing Chinese children every 2 years between the ages of 7 and 11. Our results showed first that delta, theta, and gamma power decreased over time, whereas alpha and beta power increased over time. Second, after controlling for general cognitive abilities, age, home literacy environment, and phonological skills, theta decreases explained 6.9% and 14.4% of unique variance in expressive vocabulary at ages 9 and 11, respectively. We also found that beta increase from age 7 to 9 significantly predicted receptive vocabulary at age 11. Finally, theta decrease predicted expressive vocabulary through the effects of phoneme deletion at age 9 and tone discrimination at age 11. These results substantiate the important role of brain oscillations at rest, especially theta rhythm, in language development. The developmental change of brain rhythms could serve as sensitive biomarkers for vocabulary development in school-age children, which would be of great value in identifying children at risk of language impairment.

Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy

The main objective of this longitudinal study was to investigate the neural predictors of reading acquisition. For this purpose, we followed a sample of 54 children from the end of kindergarten to the end of second grade. Preliterate children were tested for visual symbol (checkerboards, houses, faces, written words) and auditory language processing (spoken words) using a passive functional magnetic resonance imaging paradigm. To examine brain-behavior relationships, we also tested cognitive-linguistic prereading skills at kindergarten age and reading performance of 48 of the same children 2 years later. Face-selective response in the bilateral fusiform gyrus was positively associated with rapid automatized naming (RAN). Response to both spoken and written words at preliterate age was negatively associated with RAN in the dorsal temporo-parietal language system. Longitudinally, neural response to faces in the ventral stream predicted future reading fluency. Here, stronger neural activity in inferior and middle temporal gyri at kindergarten age was associated with higher reading performance. Our results suggest that interindividual differences in the neural system of language and reading affect literacy acquisition and thus might serve as a marker for successful reading acquisition in preliterate children.

Topics and trends in artificial intelligence assisted human brain research

Artificial intelligence (AI) assisted human brain research is a dynamic interdisciplinary field with great interest, rich literature, and huge diversity. The diversity in research topics and technologies keeps increasing along with the tremendous growth in application scope of AI-assisted human brain research. A comprehensive understanding of this field is necessary to assess research efficacy, (re)allocate research resources, and conduct collaborations. This paper combines the structural topic modeling (STM) with the bibliometric analysis to automatically identify prominent research topics from the large-scale, unstructured text of AI-assisted human brain research publications in the past decade. Analyses on topical trends, correlations, and clusters reveal distinct developmental trends of these topics, promising research orientations, and diverse topical distributions in influential countries/regions and research institutes. These findings help better understand scientific and technological AI-assisted human brain research, provide insightful guidance for resource (re)allocation, and promote effective international collaborations.

Universal and Specific Predictors of Chinese Children With Dyslexia - Exploring the Cognitive Deficits and Subtypes

While previous studies have shown that the impact of phonological awareness (PA) and rapid automatized naming (RAN) on dyslexia depends on orthographic complexity in alphabetic languages, it remains unclear whether this relationship generalizes to the more complex orthography of Chinese. We investigated the predictive power of PA, RAN, and morphological awareness (MA) in dyslexia diagnosis status in a sample of 241 typically developing and 223 dyslexic Chinese-speaking children. Compared with the control group, children with dyslexia performed notably worse on character reading and all three cognitive measures. A logistic regression analysis showed that PA and RAN were both significant predictors, while MA also played a relatively important role for predicting dyslexia status in Chinese children. In the next step, we used multigroup analyses to test if these three cognitive predictors were of the same importance in predicting reading variance in different reading proficiency groups. And the results showed that the regression coefficient of MP is stronger for the control group than the dyslexia group, while the regression coefficient of PD tends to be stronger for the dyslexic group. Further cluster analysis identified four subtypes of dyslexia in this sample: a global deficit group, a phonological deficit group, a RAN deficit group, and a mild morphological deficit group. Our findings are largely consistent with previous studies of predictors of dyslexia, while uniquely demonstrating the differences in predictive power of these three cognitive variables on reading, as well as the unique contribution of MA in Chinese reading.

Spoken language proficiency predicts print-speech convergence in beginning readers

Learning to read transforms the brain, building on children's existing capacities for language and visuospatial processing. In particular, the development of print-speech convergence, or the spatial overlap of neural regions necessary for both auditory and visual language processing, is critical for literacy acquisition. Print-speech convergence is a universal signature of proficient reading, yet the antecedents of this convergence remain unknown. Here we examine the relationship between spoken language proficiency and the emergence of the print-speech network in beginning readers (ages 5-6). Results demonstrate that children's language proficiency, but not their early literacy skill, explains variance in their print-speech neural convergence in kindergarten. Furthermore, print-speech convergence in kindergarten predicts reading abilities one year later. These findings suggest that children's language ability is a core mechanism guiding the neural plasticity for learning to read, and extend theoretical perspectives on language and literacy acquisition across the lifespan.

Maturation of Speech-Sound ERPs in 5-6-Year-Old Children: A Longitudinal Study

The maturation of 5-6-year-old children's auditory discrimination - indicated by the development of the auditory event-related-potentials (ERPs) - has not been previously studied in longitudinal settings. For the first time, we present here the results based on extensive dataset collected from 75 children. We followed the 5- to 6-year-olds for 20 months and measured their ERPs four times with the same multifeature paradigm with phonemic stimuli. The amplitude of the mismatch negativity (MMN) response increased during this time for vowel, vowel duration and frequency changes. Furthermore, the P3a component started to mature toward adult-like positivity for the vowel, intensity and frequency deviants and the late discriminative negativity (LDN) component decreased with age for vowel and intensity deviants. All the changes in the components seemed to happen during the second follow-up year, when Finnish children are taught letter symbols and other preliminary academic skills before going to school at the age of seven. Therefore, further studies are needed to clarify if these changes in the auditory discrimination are purely age-related or due to increasing linguistic knowledge of the children.