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Horowitz-Kraus T, Dudley J, Rosch K, Fotang J, Farah R. Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia. Brain Res 2024; 1834:148891. [PMID: 38554796 DOI: 10.1016/j.brainres.2024.148891] [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: 09/09/2023] [Revised: 03/14/2024] [Accepted: 03/26/2024] [Indexed: 04/02/2024]
Abstract
The traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive functions, with notably decreased performance in children with dyslexia. In the current study, we compared cortical thickness and sulcal depth (CT/SD) in the cingulo-opercular (CO) executive functions brain network in children with dyslexia and typical readers and examined associations with word vs. contextual reading fluency. Overall, CT was lower in insular regions and higher in parietal and caudal anterior cingulate cortex regions in children with dyslexia. Children with dyslexia showed positive correlations between word reading fluency and CT/SD in insular regions, whereas no significant correlations were observed in typical readers. For sentence reading fluency, negative correlations with CT/SD were found in insular regions in children with dyslexia, while positive correlations with SD were found in insular regions in typical readers. These results demonstrate the differential relations between word and sentence reading fluency and anatomical circuitry supporting executive functions in children with dyslexia vs. typical readers. It also suggests that word and sentence reading fluency, relate to morphology of executive function-related regions in children with dyslexia, whereas in typical readers, only sentence reading fluency relates to morphology of executive function regions. The results also highlight the role of the insula within the CO network in reading fluency. Here we suggest that word and sentence reading fluency are distinct components of reading that should each be included in the Simple View of Reading traditional model.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion; Faculty of Biomedical Engineering, Technion; Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, OH, USA
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA
| | | | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion; Faculty of Biomedical Engineering, Technion
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2
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Economou M, Vanden Bempt F, Van Herck S, Glatz T, Wouters J, Ghesquière P, Vanderauwera J, Vandermosten M. Cortical Structure in Pre-Readers at Cognitive Risk for Dyslexia: Baseline Differences and Response to Intervention. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2024; 5:264-287. [PMID: 38832361 PMCID: PMC11093402 DOI: 10.1162/nol_a_00122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 09/12/2023] [Indexed: 06/05/2024]
Abstract
Early childhood is a critical period for structural brain development as well as an important window for the identification and remediation of reading difficulties. Recent research supports the implementation of interventions in at-risk populations as early as kindergarten or first grade, yet the neurocognitive mechanisms following such interventions remain understudied. To address this, we investigated cortical structure by means of anatomical MRI before and after a 12-week tablet-based intervention in: (1) at-risk children receiving phonics-based training (n = 29; n = 16 complete pre-post datasets), (2) at-risk children engaging with AC training (n = 24; n = 15 complete pre-post datasets) and (3) typically developing children (n = 25; n = 14 complete pre-post datasets) receiving no intervention. At baseline, we found higher surface area of the right supramarginal gyrus in at-risk children compared to typically developing peers, extending previous evidence that early anatomical differences exist in children who may later develop dyslexia. Our longitudinal analysis revealed significant post-intervention thickening of the left supramarginal gyrus, present exclusively in the intervention group but not the active control or typical control groups. Altogether, this study contributes new knowledge to our understanding of the brain morphology associated with cognitive risk for dyslexia and response to early intervention, which in turn raises new questions on how early anatomy and plasticity may shape the trajectories of long-term literacy development.
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Affiliation(s)
| | | | | | - Toivo Glatz
- Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Department of Neurosciences, KU Leuven, Leuven, Belgium
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3
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Liebig J, Froehlich E, Sylvester T, Braun M, Heekeren HR, Ziegler JC, Jacobs AM. Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy. Hum Brain Mapp 2021; 42:3517-3533. [PMID: 33942958 PMCID: PMC8249894 DOI: 10.1002/hbm.25449] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 03/15/2021] [Accepted: 04/06/2021] [Indexed: 01/13/2023] Open
Abstract
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.
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Affiliation(s)
- Johanna Liebig
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany.,Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
| | - Eva Froehlich
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany.,Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
| | - Teresa Sylvester
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany.,Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
| | - Mario Braun
- Centre for Cognitive Neuroscience, Universität Salzburg, Salzburg, Austria
| | - Hauke R Heekeren
- Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany.,Deparment of Biological Psychology and Cognitive Neuroscience, Freie Universität Berlin, Berlin, Germany
| | - Johannes C Ziegler
- Aix-Marseille Université and Centre National de la Recherche Scientifique, Laboratoire de Psychologie Cognitive, Marseille, France
| | - Arthur M Jacobs
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany.,Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
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4
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Grant JG, Siegel LS, D'Angiulli A. From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities. Front Public Health 2020; 8:469. [PMID: 33194932 PMCID: PMC7642246 DOI: 10.3389/fpubh.2020.00469] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2019] [Accepted: 07/24/2020] [Indexed: 11/13/2022] Open
Abstract
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.
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Affiliation(s)
- Jeremy G Grant
- Department of Neuroscience, Carleton University, Ottawa, ON, Canada
| | - Linda S Siegel
- Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC, Canada
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5
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Developmental dyslexia: A new look at clinical features and brain mechanisms. HANDBOOK OF CLINICAL NEUROLOGY 2020. [PMID: 32977895 DOI: 10.1016/b978-0-444-64148-9.00004-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register]
Abstract
Developmental dyslexia is the commonest "specific learning disorder" (DSM-5) or "developmental learning disorder with impairment in reading" (ICD-11). This impairment in reading acquisition is related to a defect in the installation of cognitive precursors necessary to master the grapheme-phoneme conversion. Its origin is largely genetic, but many environmental factors seem capable of modulating symptom intensity. Three types of presentation, roughly equal in occurrence, are useful to distinguish according to the associated disorders (language, attentional, and/or motor coordination), thus suggesting, at least in part, potentially different mechanisms at their origin. In adolescence and adulthood the clinical presentation tends to bear a more uniform pattern, covering a large range of severity depending on each person's ability to compensate for their deficit. Research has demonstrated dysfunction of specific brain areas during reading-related tasks (using fMRI), essentially in the left cerebral hemisphere, but also atypical patterns of connectivity (using diffusion imaging), further supplemented by functional connectivity studies at rest. The current therapeutic recommendations emphasize the need for multidisciplinary care, giving priority, depending on the clinical form, to the language, psychomotor, or neuropsychologic aspects of rehabilitation. Various training methods whose effectiveness has been scientifically tested are reviewed, emphasizing those exploiting the hypothesis of a lack of intermodal connectivity between separate cognitive systems.
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Abstract
Developmental dyslexia, a severe deficit in literacy learning, is a neurodevelopmental learning disorder. Yet, it is not clear whether existing neurobiological accounts of dyslexia capture potential predispositions of the deficit or consequences of reduced reading experience. Here, we longitudinally followed 32 children from preliterate to school age using functional and structural magnetic resonance imaging techniques. Based on standardised and age-normed reading and spelling tests administered at school age, children were classified as 16 dyslexic participants and 16 controls. This longitudinal design allowed us to disentangle possible neurobiological predispositions for developing dyslexia from effects of individual differences in literacy experience. In our sample, the disorder can be predicted already before literacy learning from auditory cortex gyrification and aberrant downstream connectivity within the speech processing system. These results provide evidence for the notion that dyslexia may originate from an atypical maturation of the speech network that precedes literacy instruction.
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Williams VJ, Juranek J, Cirino P, Fletcher JM. Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia. Cereb Cortex 2019; 28:963-973. [PMID: 28108497 DOI: 10.1093/cercor/bhx001] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2016] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia is frequently associated with atypical brain structure and function within regions of the left hemisphere reading network. To date, few studies have employed surface-based techniques to evaluate cortical thickness and local gyrification in dyslexia. Of the existing cortical thickness studies in children, many are limited by small sample size, variability in dyslexia identification, and the recruitment of prereaders who may or may not develop reading impairment. Further, no known study has assessed local gyrification index (LGI) in dyslexia, which may serve as a sensitive indicator of atypical neurodevelopment. In this study, children with dyslexia (n = 31) and typically decoding peers (n = 45) underwent structural magnetic resonance imaging to assess whole-brain vertex-wise cortical thickness and LGI. Children with dyslexia demonstrated reduced cortical thickness compared with controls within previously identified reading areas including bilateral occipitotemporal and occipitoparietal regions. Compared with controls, children with dyslexia also showed increased gyrification in left occipitotemporal and right superior frontal cortices. The convergence of thinner and more gyrified cortex within the left occipitotemporal region among children with dyslexia may reflect its early temporal role in processing word forms, and highlights the importance of the ventral stream for successful word reading.
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Affiliation(s)
| | - Jenifer Juranek
- Department of Pediatrics, University of Texas Health Science Center, Houston, TX 77030, USA
| | - Paul Cirino
- Department of Psychology, University of Houston, Houston, TX 77204, USA.,Department of Psychology and Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, Houston, TX 77204, USA
| | - Jack M Fletcher
- Department of Psychology, University of Houston, Houston, TX 77204, USA.,Department of Psychology and Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, Houston, TX 77204, USA
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8
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Neurobiological systems in dyslexia. Trends Neurosci Educ 2019; 14:11-24. [DOI: 10.1016/j.tine.2018.12.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2017] [Revised: 09/13/2018] [Accepted: 12/12/2018] [Indexed: 12/12/2022]
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9
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Müller B, Schaadt G, Boltze J, Emmrich F, Skeide MA, Neef NE, Kraft I, Brauer J, Friederici AD, Kirsten H, Wilcke A. ATP2C2 and DYX1C1 are putative modulators of dyslexia-related MMR. Brain Behav 2017; 7:e00851. [PMID: 29201552 PMCID: PMC5698869 DOI: 10.1002/brb3.851] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2016] [Revised: 08/23/2017] [Accepted: 09/01/2017] [Indexed: 11/07/2022] Open
Abstract
BACKGROUND Dyslexia is a specific learning disorder affecting reading and spelling abilities. Its prevalence is ~5% in German-speaking individuals. Although the etiology of dyslexia largely remains to be determined, comprehensive evidence supports deficient phonological processing as a major contributing factor. An important prerequisite for phonological processing is auditory discrimination and, thus, essential for acquiring reading and spelling skills. The event-related potential Mismatch Response (MMR) is an indicator for auditory discrimination capabilities with dyslexics showing an altered late component of MMR in response to auditory input. METHODS In this study, we comprehensively analyzed associations of dyslexia-specific late MMRs with genetic variants previously reported to be associated with dyslexia-related phenotypes in multiple studies comprising 25 independent single-nucleotide polymorphisms (SNPs) within 10 genes. RESULTS First, we demonstrated validity of these SNPs for dyslexia in our sample by showing that additional inclusion of a polygenic risk score improved prediction of impaired writing compared with a model that used MMR alone. Secondly, a multifactorial regression analysis was conducted to uncover the subset of the 25 SNPs that is associated with the dyslexia-specific late component of MMR. In total, four independent SNPs within DYX1C1 and ATP2C2 were found to be associated with MMR stronger than expected from multiple testing. To explore potential pathomechanisms, we annotated these variants with functional data including tissue-specific expression analysis and eQTLs. CONCLUSION Our findings corroborate the late component of MMR as a potential endophenotype for dyslexia and support tripartite relationships between dyslexia-related SNPs, the late component of MMR and dyslexia.
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Affiliation(s)
- Bent Müller
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany
| | - Gesa Schaadt
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany.,Department of Psychology Humboldt-Universität zu Berlin Berlin Germany
| | - Johannes Boltze
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany.,Department of Medical Cell Technology Fraunhofer Research Institution for Marine Biotechnology Lübeck Germany.,Institute for Medical and Marine Biotechnology University of Lübeck Lübeck Germany
| | - Frank Emmrich
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany
| | | | - Michael A Skeide
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Nicole E Neef
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Indra Kraft
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Jens Brauer
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Angela D Friederici
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Holger Kirsten
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany.,Institute for Medical Informatics Statistics and Epidemiology University of Leipzig Leipzig Germany.,LIFE-Leipzig Research Center for Civilization Diseases University of Leipzig Leipzig Germany
| | - Arndt Wilcke
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany
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10
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Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L. Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neurosci Biobehav Rev 2017; 84:434-452. [PMID: 28797557 DOI: 10.1016/j.neubiorev.2017.08.001] [Citation(s) in RCA: 94] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2016] [Revised: 07/28/2017] [Accepted: 08/02/2017] [Indexed: 01/18/2023]
Abstract
Investigations into the neuroanatomical bases of developmental dyslexia have now spanned more than 40 years, starting with the post-mortem examination of a few individual brains in the 60s and 70s, and exploding in the 90s with the widespread use of MRI. The time is now ripe to reappraise the considerable amount of data gathered with MRI using different types of sequences (T1, diffusion, spectroscopy) and analysed using different methods (manual, voxel-based or surface-based morphometry, fractional anisotropy and tractography, multivariate analyses…). While selective reviews of mostly small-scale studies seem to provide a coherent view of the brain disruptions that are typical of dyslexia, involving left perisylvian and occipito-temporal regions, we argue that this view may be deceptive and that meta-analyses and large-scale studies rather highlight many inconsistencies and limitations. We discuss problems inherent to small sample size as well as methodological difficulties that still undermine the discovery of reliable neuroanatomical bases of dyslexia, and we outline some recommendations to further improve this research area.
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Affiliation(s)
- Franck Ramus
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France.
| | - Irene Altarelli
- Brain and Learning Lab, Campus Biotech, University of Geneva, 9 Chemin des Mines, 1205 Geneva, Switzerland
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, 3 Pasteur St, 02-093 Warsaw, Poland
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, Shaanxi, 710062, China
| | - Lou Scotto di Covella
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France
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11
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Eckert MA, Vaden KI, Maxwell AB, Cute SL, Gebregziabher M, Berninger VW. Common Brain Structure Findings Across Children with Varied Reading Disability Profiles. Sci Rep 2017; 7:6009. [PMID: 28729533 PMCID: PMC5519686 DOI: 10.1038/s41598-017-05691-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 05/31/2017] [Indexed: 11/12/2022] Open
Abstract
Dyslexia is a developmental disorder in reading that exhibits varied patterns of expression across children. Here we examined the degree to which different kinds of reading disabilities (defined as profiles or patterns of reading problems) contribute to brain morphology results in Jacobian determinant images that represent local brain shape and volume. A matched-pair brain morphometry approach was used to control for confounding from brain size and research site effects in this retrospective multi-site study of 134 children from eight different research sites. Parietal operculum, corona radiata, and internal capsule differences between cases and controls were consistently observed across children with evidence of classic dyslexia, specific comprehension deficit, and language learning disability. Thus, there can be common brain morphology findings across children with quite varied reading disability profiles that we hypothesize compound the developmental difficulties of children with unique reading disability profiles and reasons for their reading disability.
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Affiliation(s)
- Mark A Eckert
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA.
| | - Kenneth I Vaden
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA
| | - Amanda B Maxwell
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA
| | | | - Mulugeta Gebregziabher
- Department of Public Health Sciences, Medical University of South Carolina, Charleston, SC, 29425, USA
| | - Virginia W Berninger
- Department of Educational Psychology, University of Washington, Seattle, WA, 98105, USA
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12
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Kershner JR. Network dynamics in dyslexia: Review and implications for remediation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 59:24-34. [PMID: 27497371 DOI: 10.1016/j.ridd.2016.07.014] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 05/22/2016] [Accepted: 07/27/2016] [Indexed: 06/06/2023]
Abstract
Extant neurobiological theories of dyslexia appear fractional in focusing on isolated brain regions, mechanisms, and functional pathways. A synthesis of current research shows support for an Interactive Specialization (IS) model of dyslexia involving the dysfunctional orchestration of a widely-distributed, attentionally-controlled, hierarchical, and interhemispheric circuit of intercommunicating neuronal networks. This circuitry is comprised principally of the frontostriatal-parietal cognitive control system of networks, the posterior corpus callosum, and the left arcuate fasciculus. During development, the coalescence of these functionally specialized regions, acting together, may be essential to preventing the core phonemic and phonological processing deficits defining the dyslexic phenotype. Research demonstrating an association of each with processing phonology presents the foundational outline for a comprehensive, integrative theory of dyslexia and suggests the importance of inclusive remedial efforts aimed at promoting interactions among all three networking territories.
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13
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Predicting early signs of dyslexia at a preliterate age by combining behavioral assessment with structural MRI. Neuroimage 2016; 143:378-386. [PMID: 27608602 DOI: 10.1016/j.neuroimage.2016.09.004] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2016] [Revised: 08/23/2016] [Accepted: 09/02/2016] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Recent studies suggest that neurobiological anomalies are already detectable in pre-school children with a family history of developmental dyslexia (DD). However, there is a lack of longitudinal studies showing a direct link between those differences at a preliterate age and the subsequent literacy difficulties seen in school. It is also not clear whether the prediction of DD in pre-school children can be significantly improved when considering neurobiological predictors, compared to models based on behavioral literacy precursors only. METHODS We recruited 53 pre-reading children either with (N=25) or without a family risk of DD (N=28). Quantitative T1 MNI data and literacy precursor abilities were assessed at kindergarten age. A subsample of 35 children was tested for literacy skills either one or two years later, that is, either in first or second grade. RESULTS The group comparison of quantitative T1 measures revealed significantly higher T1 intensities in the left anterior arcuate fascicle (AF), suggesting reduced myelin concentration in preliterate children at risk of DD. A logistic regression showed that DD can be predicted significantly better (p=.024) when neuroanatomical differences between groups are used as predictors (80%) compared to a model based on behavioral predictors only (63%). The Wald statistic confirmed that the T1 intensity of the left AF is a statistically significant predictor of DD (p<.05). CONCLUSIONS Our longitudinal results provide evidence for the hypothesis that neuroanatomical anomalies in children with a family risk of DD are related to subsequent problems in acquiring literacy. Particularly, solid white matter organization in the left anterior arcuate fascicle seems to play a pivotal role.
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14
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Vandermosten M, Hoeft F, Norton ES. Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Curr Opin Behav Sci 2016; 10:155-161. [PMID: 27458603 DOI: 10.1016/j.cobeha.2016.06.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The neurobiological substrates that cause people with dyslexia to experience difficulty in acquiring accurate and fluent reading skills are still largely unknown. Although structural and functional brain anomalies associated with dyslexia have been reported in adults and school-age children, these anomalies may represent differences in reading experience rather than the etiology of dyslexia. Conducting MRI studies of pre-readers at risk for dyslexia is one approach that enables us to identify brain alterations that exist before differences in reading experience emerge. The current review summarizes MRI studies that examine brain differences associated with risk for dyslexia in children before reading instruction and meta-analyzes these studies. In order to link these findings with current etiological theories of dyslexia, we focus on studies that take a modular perspective rather than a network approach. Although some of the observed differences in pre-readers at risk for dyslexia may still be shaped by language experiences during the first years of life, such studies underscore the existence of reading-related brain anomalies prior to reading onset and could eventually lead to earlier and more precise diagnosis and treatment of dyslexia.
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Affiliation(s)
- Maaike Vandermosten
- University of California San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco CA 94143, USA; KU Leuven, Department of Psychology and Educational Science, L. Vanderkelenstraat 32, Leuven, Belgium
| | - Fumiko Hoeft
- University of California San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco CA 94143, USA; Haskins Laboratories, 300 George St. #900, New Haven CT 06511, USA; Keio University School of Medicine, Department of Neuropsychiatry, 35 Shinanomachi, Shinjuku-ku, Tokyo 160-8582, Japan
| | - Elizabeth S Norton
- Northwestern University, Roxelyn & Richard Pepper Department of Communication Sciences and Disorders, 2240 Campus Dr., Evanston IL 60208, USA
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15
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Skeide MA, Kraft I, Müller B, Schaadt G, Neef NE, Brauer J, Wilcke A, Kirsten H, Boltze J, Friederici AD. NRSN1 associated grey matter volume of the visual word form area reveals dyslexia before school. Brain 2016; 139:2792-2803. [PMID: 27343255 DOI: 10.1093/brain/aww153] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2015] [Accepted: 05/08/2016] [Indexed: 02/02/2023] Open
Abstract
Literacy learning depends on the flexibility of the human brain to reconfigure itself in response to environmental influences. At the same time, literacy and disorders of literacy acquisition are heritable and thus to some degree genetically predetermined. Here we used a multivariate non-parametric genetic model to relate literacy-associated genetic variants to grey and white matter volumes derived by voxel-based morphometry in a cohort of 141 children. Subsequently, a sample of 34 children attending grades 4 to 8, and another sample of 20 children, longitudinally followed from kindergarten to first grade, were classified as dyslexics and controls using linear binary support vector machines. The NRSN1-associated grey matter volume of the 'visual word form area' achieved a classification accuracy of ~ 73% in literacy-experienced students and distinguished between later dyslexic individuals and controls with an accuracy of 75% at kindergarten age. These findings suggest that the cortical plasticity of a region vital for literacy might be genetically modulated, thereby potentially preconstraining literacy outcome. Accordingly, these results could pave the way for identifying and treating the most common learning disorder before it manifests itself in school.
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Affiliation(s)
- Michael A Skeide
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Indra Kraft
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Bent Müller
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany
| | - Gesa Schaadt
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany 3 Department of Psychology, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany
| | - Nicole E Neef
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Jens Brauer
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Arndt Wilcke
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany
| | - Holger Kirsten
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany 4 Institute for Medical Informatics, Statistics and Epidemiology, Universität Leipzig, Härtelstraße 16-18, 04107 Leipzig, Germany 5 LIFE - Leipzig Research Center for Civilization Diseases, Universität Leipzig, Härtelstraße 16-18, 04107 Leipzig, Germany
| | - Johannes Boltze
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany 6 Fraunhofer Research Institution for Marine Biotechnology, Department of Medical Cell Technology, and Institute for Medical and Marine Biotechnology, University of Lübeck, Mönkhofer Weg 239a, 23562 Lübeck, Germany
| | - Angela D Friederici
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
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16
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Clark KA, Helland T, Specht K, Narr KL, Manis FR, Toga AW, Hugdahl K. Reply: Cortical differences in preliterate children at familiar risk of dyslexia are similar to those observed in dyslexic readers. Brain 2015; 138:e379. [PMID: 25701064 DOI: 10.1093/brain/awv037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Affiliation(s)
- Kristi A Clark
- 1 Laboratory of Neuro Imaging and Institute for Neuroimaging and Informatics, Department of Neurology, Keck School of Medicine of University of Southern California, Los Angeles, CA, 90032, USA
| | - Turid Helland
- 2 Department of Education, UiT the Arctic University of Norway, 9019 Tromsø, Norway 3 Department of Biological and Medical Psychology, University of Bergen, 5009 Bergen, Norway
| | - Karsten Specht
- 3 Department of Biological and Medical Psychology, University of Bergen, 5009 Bergen, Norway 4 Department of Medical Engineering, Haukeland University Hospital, 5021 Bergen, Norway
| | - Katherine L Narr
- 5 Department of Neurology Geffen School of Medicine at the University of California, Los Angeles, CA 90095, USA 6 Department of Psychiatry and Biobehavioural Sciences, Geffen School of Medicine at the University of California, Los Angeles, CA 90095, USA
| | - Franklin R Manis
- 7 Department of Psychology, University of Southern California, Los Angeles, CA 90089, USA
| | - Arthur W Toga
- 1 Laboratory of Neuro Imaging and Institute for Neuroimaging and Informatics, Department of Neurology, Keck School of Medicine of University of Southern California, Los Angeles, CA, 90032, USA
| | - Kenneth Hugdahl
- 3 Department of Biological and Medical Psychology, University of Bergen, 5009 Bergen, Norway 8 Division of Psychiatry, Haukeland University Hospital, 5021 Bergen, Norway 9 Department of Radiology, Haukeland University Hospital, 5021 Bergen, Norway
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