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Simon KR, Merz EC, He X, Noble KG. Environmental noise, brain structure, and language development in children. BRAIN AND LANGUAGE 2022; 229:105112. [PMID: 35398600 PMCID: PMC9126644 DOI: 10.1016/j.bandl.2022.105112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 03/26/2022] [Accepted: 03/28/2022] [Indexed: 06/03/2023]
Abstract
While excessive noise exposure in childhood has been associated with reduced language ability, few studies have examined potential underlying neurobiological mechanisms that may account for noise-related differences in language skills. In this study, we tested the hypotheses that higher everyday noise exposure would be associated with 1) poorer language skills and 2) differences in language-related cortical structure. A socioeconomically diverse sample of children aged 5-9 (N = 94) completed standardized language assessments. High-resolution T1-weighted magnetic resonance imaging (MRI) scans were acquired, and surface area and cortical thickness of the left inferior frontal gyrus (IFG) and left superior temporal gyrus (STG) were extracted. Language Environmental Analysis (LENA) was used to measure levels of exposure to excessive environmental noise over the course of a typical day (n = 43 with complete LENA, MRI, and behavioral data). Results indicated that children exposed to excessive levels of noise exhibited reduced cortical thickness in the left IFG. These findings add to a growing literature that explores the extent to which home environmental factors, such as environmental noise, are associated with neurobiological development related to language development in children.
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Affiliation(s)
- Katrina R Simon
- Department of Human Development, Teachers College, Columbia University, New York, NY, USA
| | - Emily C Merz
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
| | - Xiaofu He
- Department of Psychiatry, The Vagelos College of Physicians and Surgeons, Columbia University and the New York State Psychiatric Institute, New York, NY, USA
| | - Kimberly G Noble
- Department of Human Development, Teachers College, Columbia University, New York, NY, USA; Teachers College, Columbia University, Department of Biobehavioral Sciences, USA.
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2
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Hall C, Vaughn S. Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series. LEARNING DISABILITY QUARTERLY : JOURNAL OF THE DIVISION FOR CHILDREN WITH LEARNING DISABILITIES 2021; 44:140-144. [PMID: 35400804 PMCID: PMC8993182 DOI: 10.1177/0731948720929010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive-behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.
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Affiliation(s)
- Colby Hall
- University of Virginia, Charlottesville, USA
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3
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Sturm VE, Roy ARK, Datta S, Wang C, Sible IJ, Holley SR, Watson C, Palser ER, Morris NA, Battistella G, Rah E, Meyer M, Pakvasa M, Mandelli ML, Deleon J, Hoeft F, Caverzasi E, Miller ZA, Shapiro KA, Hendren R, Miller BL, Gorno-Tempini ML. Enhanced visceromotor emotional reactivity in dyslexia and its relation to salience network connectivity. Cortex 2021; 134:278-295. [PMID: 33316603 PMCID: PMC7880083 DOI: 10.1016/j.cortex.2020.10.022] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Revised: 08/11/2020] [Accepted: 10/31/2020] [Indexed: 12/30/2022]
Abstract
Dyslexia is a neurodevelopmental disorder mainly defined by reading difficulties. During reading, individuals with dyslexia exhibit hypoactivity in left-lateralized language systems. Lower activity in one brain circuit can be accompanied by greater activity in another, and, here, we examined whether right-hemisphere-based emotional reactivity may be elevated in dyslexia. We measured emotional reactivity (i.e., facial behavior, physiological activity, and subjective experience) in 54 children ages 7-12 with (n = 32) and without (n = 22) dyslexia while they viewed emotion-inducing film clips. Participants also underwent task-free functional magnetic resonance imaging. Parents of children with dyslexia completed the Behavior Assessment System for Children, which assesses real-world behavior. During film viewing, children with dyslexia exhibited significantly greater reactivity in emotional facial behavior, skin conductance level, and respiration rate than those without dyslexia. Across the sample, greater emotional facial behavior correlated with stronger connectivity between right ventral anterior insula and right pregenual anterior cingulate cortex (pFWE<.05), key salience network hubs. In children with dyslexia, greater emotional facial behavior related to better real-world social skills and higher anxiety and depression. Our findings suggest there is heightened visceromotor emotional reactivity in dyslexia, which may lead to interpersonal strengths as well as affective vulnerabilities.
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Affiliation(s)
- Virginia E Sturm
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA; Department of Psychiatry, University of California, San Francisco, CA, USA.
| | - Ashlin R K Roy
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Samir Datta
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Cheng Wang
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Isabel J Sible
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Sarah R Holley
- Department of Psychology, San Francisco State University, San Francisco, CA, USA.
| | - Christa Watson
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Eleanor R Palser
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Nathaniel A Morris
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Giovanni Battistella
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Esther Rah
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Marita Meyer
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Mikhail Pakvasa
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Maria Luisa Mandelli
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Jessica Deleon
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Fumiko Hoeft
- Department of Psychiatry, University of California, San Francisco, CA, USA.
| | - Eduardo Caverzasi
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Zachary A Miller
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Kevin A Shapiro
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Robert Hendren
- Department of Psychiatry, University of California, San Francisco, CA, USA.
| | - Bruce L Miller
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Maria Luisa Gorno-Tempini
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA; Department of Psychiatry, University of California, San Francisco, CA, USA.
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4
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Richlan F. The Functional Neuroanatomy of Developmental Dyslexia Across Languages and Writing Systems. Front Psychol 2020; 11:155. [PMID: 32116951 PMCID: PMC7012805 DOI: 10.3389/fpsyg.2020.00155] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2019] [Accepted: 01/21/2020] [Indexed: 01/18/2023] Open
Abstract
The present article reviews the literature on the functional neuroanatomy of developmental dyslexia across languages and writing systems. This includes comparisons of alphabetic languages differing in orthographic depth as well as comparisons across alphabetic, syllabic, and logographic writing systems. It provides a synthesis of the evidence for both universal and language-specific effects on dyslexic functional brain activation abnormalities during reading and reading-related tasks. Specifically, universal reading-related underactivation of dyslexic readers relative to typical readers is identified in core regions of the left hemisphere reading network including the occipito-temporal, temporo-parietal, and inferior frontal cortex. Orthography-specific dyslexic brain abnormalities are mainly related to the degree and spatial extent of under- and overactivation clusters. In addition, dyslexic structural gray matter abnormalities across languages and writing systems are analyzed. The neuroimaging findings are linked to the universal and orthography-dependent behavioral manifestations of developmental dyslexia. Finally, the present article provides insights into potential compensatory mechanisms that may support remediation across languages and writing systems.
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Affiliation(s)
- Fabio Richlan
- Centre for Cognitive Neuroscience, Department of Psychology, Paris Lodron University of Salzburg, Salzburg, Austria
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5
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Grigorenko EL, Compton D, Fuchs L, Wagner R, Willcutt E, Fletcher JM. Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. AMERICAN PSYCHOLOGIST 2020; 75:37-51. [PMID: 31081650 PMCID: PMC6851403 DOI: 10.1037/amp0000452] [Citation(s) in RCA: 74] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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6
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Bornstein MH, Hahn CS, Putnick DL, Pearson RM. Stability of core language skill from infancy to adolescence in typical and atypical development. SCIENCE ADVANCES 2018; 4:eaat7422. [PMID: 30474055 PMCID: PMC6248911 DOI: 10.1126/sciadv.aat7422] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Accepted: 10/24/2018] [Indexed: 05/15/2023]
Abstract
Command of language is a fundamental life skill, a cornerstone of cognitive and socioemotional development, and a necessary ingredient for successful functioning in society. We used 15-year prospective longitudinal data from the Avon Longitudinal Study of Parents and Children to evaluate two types of stability of core language skill in 5036 typically developing and 1056 atypically developing (preterm, dyslexic, autistic, and hearing impaired) children in a multiage, multidomain, multimeasure, multireporter framework. A single core language skill was extracted from multiple measures at multiple ages, and this skill proved stable from infancy to adolescence in all groups, even accounting for child nonverbal intelligence and sociability and maternal age and education. Language skill is a highly conserved and robust individual-differences characteristic. Lagging language skills, a risk factor in child development, would profitably be addressed early in life.
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Affiliation(s)
- Marc H. Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
- Institute for Fiscal Studies, London, UK
| | - Chun-Shin Hahn
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Diane L. Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Rebecca M. Pearson
- School of Social and Community Medicine, University of Bristol, Bristol, UK
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7
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van Oers CAMM, Goldberg N, Fiorin G, van den Heuvel MP, Kappelle LJ, Wijnen FNK. No evidence for cerebellar abnormality in adults with developmental dyslexia. Exp Brain Res 2018; 236:2991-3001. [PMID: 30116863 PMCID: PMC6223834 DOI: 10.1007/s00221-018-5351-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2017] [Accepted: 08/02/2018] [Indexed: 01/18/2023]
Abstract
Developmental dyslexia is commonly believed to result from a deficiency in the recognition and processing of speech sounds. According to the cerebellar deficit hypothesis, this phonological deficit is caused by deficient cerebellar function. In the current study, 26 adults with developmental dyslexia and 25 non-dyslexic participants underwent testing of reading-related skills, cerebellar functions, and MRI scanning of the brain. Anatomical assessment of the cerebellum was conducted with voxel-based morphometry. Behavioural evidence, that was indicative of impaired cerebellar function, was found to co-occur with reading impairments in the dyslexic subjects, but a causal relation between the two was not observed. No differences in local grey matter volume, nor in structure-function relationships within the cerebellum were found between the two groups. Possibly, the observed behavioural pattern is due to aberrant white matter connectivity. In conclusion, no support for the cerebellar deficit hypothesis or the presence of anatomical differences of the cerebellum in adults with developmental dyslexia was found.
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Affiliation(s)
- Casper A M M van Oers
- Department of Neurology, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands.
- Department of Neurology, Amphia Hospital, Breda, The Netherlands.
| | - Nadya Goldberg
- Utrecht institute of Linguistics OTS, Utrecht, The Netherlands
| | - Gaetano Fiorin
- Utrecht institute of Linguistics OTS, Utrecht, The Netherlands
| | - Martijn P van den Heuvel
- Department of Neurology, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands
| | - L Jaap Kappelle
- Department of Neurology, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands
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8
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Aboud KS, Barquero LA, Cutting LE. Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex 2018; 101:96-106. [PMID: 29459284 PMCID: PMC5869156 DOI: 10.1016/j.cortex.2018.01.009] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2017] [Revised: 11/15/2017] [Accepted: 01/10/2018] [Indexed: 10/18/2022]
Abstract
A primary challenge facing the development of interventions for dyslexia is identifying effective predictors of intervention response. While behavioral literature has identified core cognitive characteristics of response, the distinction of reading versus executive cognitive contributions to response profiles remains unclear, due in part to the difficulty of segregating these constructs using behavioral outputs. In the current study we used functional neuroimaging to piece apart the mechanisms of how/whether executive and reading network relationships are predictive of intervention response. We found that readers who are responsive to intervention have more typical pre-intervention functional interactions between executive and reading systems compared to nonresponsive readers. These findings suggest that intervention response in dyslexia is influenced not only by domain-specific reading regions, but also by contributions from intervening domain-general networks. Our results make a significant gain in identifying predictive bio-markers of outcomes in dyslexia, and have important implications for the development of personalized clinical interventions.
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Affiliation(s)
- Katherine S Aboud
- Vanderbilt Brain Institute, USA; Vanderbilt University, Peabody College of Education, USA
| | | | - Laurie E Cutting
- Vanderbilt Brain Institute, USA; Vanderbilt University, Peabody College of Education, USA; Vanderbilt University, Institute of Imaging Science, USA; Vanderbilt Kennedy Center, USA.
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9
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Abstract
Purpose of Review Developmental dyslexia is characterized by an impaired acquisition of fluent and skilled reading ability. Numerous studies have explored the neural correlates of this neurodevelopmental disorder, with most classic accounts strongly focussing on left temporoparietal regions. We will review recent findings from structural and functional MRI studies that suggest a more important role of occipitotemporal cortex abnormalities in dyslexia. Recent Findings Recent findings highlight the role of the occipitotemporal cortex which exhibits functional as well as structural abnormalities in dyslexic readers and in children at risk for dyslexia and suggest a more central role for the occipitotemporal cortex in the pathophysiology of dyslexia. Summary We demonstrate the importance of the occipitotemporal cortex in for understanding impaired reading acquisition and point out how future research might enhance our understanding of functional and structural impairments in the reading network via large-scale data analysis approaches.
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10
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Black JM, Xia Z, Hoeft F. Neurobiological Bases of Reading Disorder Part II: The Importance of Developmental Considerations in Typical and Atypical Reading. LANGUAGE AND LINGUISTICS COMPASS 2017; 11:e12252. [PMID: 29276529 PMCID: PMC5736136 DOI: 10.1111/lnc3.12252] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Decoding-based reading disorder (RD; aka developmental dyslexia) is one of the most common neurodevelopmental disorders, affecting approximately 5-10% of school-aged children across languages. Even though neuroimaging studies suggest an impairment of the left reading network in RD, the onset of this deficit and its developmental course, which may include constancy and change, is largely unknown. There is now growing evidence that the recruitment of brain networks underlying perceptual, cognitive and linguistic processes relevant to reading acquisition varies with age. These age-dependent changes may in turn impact the neurocognitive characteristics of RD observed at specific developmental stages. Here we synthesize findings from functional and structural magnetic resonance imaging (MRI) studies to increase our understanding of the developmental time course of the neural bases underlying (a)typical reading. We first provide an overview of the brain bases of typical and atypical (impaired) reading. Next we describe how the understanding of RD can be deepened through scientific attention to age effects, for example, by integrating findings from cross-sectional studies of RD at various ages. Finally, we accent findings from extant longitudinal studies that directly examine developmental reading trajectories beginning in the preliterate stage at both group and individual levels. Although science is at the very early stage of understanding developmental aspects of neural deficits in RD, evidence to date characterizes RD by atypical brain maturation. We know that reading impairment may adversely impact multiple life domains such as academic achievement and social relationships, and unfortunately, that these negative outcomes can persist and compound into adulthood. We contend that exploring the developmental trajectories of RD will contribute to a greater understanding of how neural systems support reading acquisition. Further, we propose and cite evidence that the etiology of RD can be better investigated by distinguishing primary deficits from secondary impairments unfolding along development. These exciting and modern investigatory efforts can also indirectly contribute to a centered practice of early and accurate identification and optimal intervention to support the development of foundational pre-literacy skills and fluent reading. In sum, integrating a developmental understanding into the science and practice of reading acquisition and intervention is both possible and necessary.
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Affiliation(s)
| | - Zhichao Xia
- Department of Psychiatry and Weill Institute for Neurosciences,
University of California, San Francisco (UCSF), USA
- State Key Laboratory of Cognitive Neuroscience and Learning
& IDG/McGovern Institute for Brain Research, Beijing Normal University,
China
- Center for Collaboration and Innovation in Brain and Learning
Sciences, Beijing Normal University, China
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences,
University of California, San Francisco (UCSF), USA
- Precision Learning Center (PrecL), UC, USA
- Dyslexia Center, UCSF, USA
- Haskins Laboratories, USA
- Department of Neuropsychiatry, Keio University School of Medicine,
Japan
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11
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Abstract
Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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13
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Ozernov-Palchik O, Gaab N. Tackling the 'dyslexia paradox': reading brain and behavior for early markers of developmental dyslexia. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2016; 7:156-76. [PMID: 26836227 DOI: 10.1002/wcs.1383] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2015] [Revised: 10/15/2015] [Accepted: 12/23/2015] [Indexed: 01/18/2023]
Abstract
Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5-17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre-reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that variant function in dyslexia susceptibility genes lead to atypical neural migration and/or axonal growth during early, most likely in utero, brain development. Yet, dyslexia is typically not diagnosed until a child has failed to learn to read as expected (usually in second grade or later). There is emerging evidence that neuroimaging measures, when combined with key behavioral measures, can enhance the accuracy of identification of dyslexia risk in pre-reading children but its sensitivity, specificity, and cost-efficiency is still unclear. Early identification of dyslexia risk carries important implications for dyslexia remediation and the amelioration of the psychosocial consequences commonly associated with reading failure.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, MA, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
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