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Ramezani M, Behzadipour S, Fawcett AJ, Joghataei MT. Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:264-285. [PMID: 37337459 DOI: 10.1002/dys.1747] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 05/15/2023] [Accepted: 06/06/2023] [Indexed: 06/21/2023]
Abstract
Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly-designed training program, Verbal Working Memory-Balance (VWM-B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM-B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM-B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia.
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Affiliation(s)
- Mehdi Ramezani
- Nursing and Midwifery Care Research Center, Iran University of Medical Sciences, Tehran, Iran
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Saeed Behzadipour
- Mechanical Engineering Department, Sharif University of Technology, Tehran, Iran
- Djawad Movafaghian Research Center in Neuro-rehabilitation Technologies, Sharif University of Technology, Tehran, Iran
| | | | - Mohammad Taghi Joghataei
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
- Cellular and Molecular Research Center, Iran University of Medical Sciences, Tehran, Iran
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Wu CY, Hwang IS. Visual Occlusion Effects On Bipedal Stance Control In Chinese-Speaking Children With Dyslexia. Neurosci Lett 2022; 782:136678. [PMID: 35550402 DOI: 10.1016/j.neulet.2022.136678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 04/21/2022] [Accepted: 05/05/2022] [Indexed: 12/09/2022]
Abstract
Visual processing of complex character configurations is especially challenging for Chinese-speaking children with dyslexia (CSCD). The purpose of this study was to compare the effects of visual occlusion on postural control between dyslexic and non-dyslexic Chinese-speaking children by examining their visual-perceptual capacity and movement coordination with scale measures. Sixteen dyslexic children (10 males and, 6 females, 9.46 ± 1.26 yrs) and sixteen non-dyslexic children (10 males and 6 females, 9.91 ± 1.18 yrs) were recruited from the campus in Taiwan. Motor and visual perceptual performance were assessed with the Movement Assessment Battery for Children, 2nd Edition (MABC-2) and the Test of Visual-Perceptual Skills, 4th Edition (TVPS-4). Root mean square (RMS) and sample entropy (SampEn) of center of pressure (COP) were characterized during a bilateral upright stance with eyes open (EO) and eyes closed (EC). The results showed significant group differences in six of the seven TVPS-4 subscales (P < .001-.017) and one category of the MABC-2 (P = .006). In the EO condition, the children with dyslexia showed a greater RMS of COP specifically in the anterior-posterior (AP) direction than did the non-dyslexic children (P = .029). However, SampEn of COP in the two directions were not group dependent (P > .05). In the EC condition, RMS and SampEn of COP did not vary with group (P > .05). RMS of COP in the AP direction was negatively correlated with the sub-score of visual figure-ground in the TVPS-4 (r = - .381, P = .031). In summary, postural control of Chinese-speaking children with dyslexia is more affected with eyes open than with eyes closed, and the effect is related to visual disturbance of the foreground and background.
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Affiliation(s)
- Ching-Yi Wu
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan City, Taiwan; Physical Therapy Room, Jianan Psychiatric Center, Tainan City, Taiwan
| | - Ing-Shiou Hwang
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan City, Taiwan; Department of Physical Therapy, College of Medicine, National Cheng Kung University, Tainan City, Taiwan.
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Cheng HC, Cherng RJ, Yang PY. Rapid automatic naming and phonological awareness deficits in preschool children with probable developmental coordination disorder. Front Pediatr 2022; 10:957823. [PMID: 35967562 PMCID: PMC9363631 DOI: 10.3389/fped.2022.957823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 06/30/2022] [Indexed: 11/13/2022] Open
Abstract
Children with developmental coordination disorder (DCD) have been reported to have a higher risk of dyslexia than children with typical development (TD). Phonological awareness (PA) and rapid automatic naming (RAN) are known to be predictive of children's reading development. The present study examined PA and RAN in preschool children with and without probable DCD in Taiwan. In total, 704 children aged 5-6 years old from 25 preschools in Taichung City were included as participants. The probable DCD children performed more poorly than the children with TD on the PA and the RAN tests. Put in deficit terms, 22% of the children with TD, but 48% of the probable DCD children, had a single or dual PA/RAN deficit. Furthermore, it was manual dexterity that bore the unique relationship with RAN. Automatic visual perceptual-motor coordination may be the common processing component that underlies RAN and probable DCD. The early visual perceptual-motor profile of probable DCD children has not been well recognized before.
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Affiliation(s)
- Hsiang-Chun Cheng
- Department of Speech Language Pathology and Audiology, Hungkuang University, Taichung, Taiwan.,Department of Physical Therapy, Hungkuang University, Taichung, Taiwan
| | - Rong-Ju Cherng
- Department of Physical Therapy, College of Medicine, National Cheng Kung University, Tainan, Taiwan.,Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Pei-Yu Yang
- Department of Physical Medicine and Rehabilitation, China Medical University Hospital, Taichung, Taiwan.,School of Medicine, China Medical University, Taichung, Taiwan
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Ramezani M, Behzadipour S, Pourghayoomi E, Joghataei MT, Shirazi E, Fawcett AJ. Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia. BMC Neurosci 2021; 22:55. [PMID: 34525977 PMCID: PMC8442443 DOI: 10.1186/s12868-021-00660-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Accepted: 09/07/2021] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND It is important to improve verbal Working Memory (WM) in reading disability, as it is a key factor in learning. There are commercial verbal WM training programs, which have some short-term effects only on the verbal WM capacity, not reading. However, because of some weaknesses in current verbal WM training programs, researchers suggested designing and developing newly structured programs that particularly target educational functions such as reading skills. In the current double-blind randomized clinical trial study, we designed a new Verbal Working Memory-Balance (VWM-B) program which was carried out using a portable robotic device. The short-term effects of the VWM-B program, on verbal WM capacity, reading skills, and postural control were investigated in Iranian children with developmental dyslexia. RESULTS The effectiveness of the VWM-B program was compared with the VWM-program as a traditional verbal WM training. In comparison with VWM-program, the participants who received training by the VWM-B program showed superior performance on verbal WM capacity, reading skills, and postural control after a short-term intervention. CONCLUSIONS We proposed that the automatized postural control resulting from VWM-B training had a positive impact on improving verbal WM capacity and reading ability. Based on the critical role of the cerebellum in automatizing skills, our findings support the cerebellar deficit theory in dyslexia. TRIAL REGISTRATION This trial was (retrospectively) registered on 8 February 2018 with the Iranian Registry of Clinical Trials (IRCT20171219037953N1).
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Affiliation(s)
- Mehdi Ramezani
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Saeed Behzadipour
- Mechanical Engineering Department, Sharif University of Technology, Tehran, Iran.,Djawad Movafaghian Research Center in Neuro-Rehabilitation Technologies, Sharif University of Technology, Tehran, Iran
| | - Ehsan Pourghayoomi
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Mohammad Taghi Joghataei
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran.,Cellular and Molecular Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Elham Shirazi
- Mental Health Research Center, Tehran Institute of Psychiatry, Iran University of Medical Sciences, Tehran, Iran.
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Razuk M, Lukasova K, Bucci MP, Barela JA. Dyslexic children need more robust information to resolve conflicting sensory situations. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:52-66. [PMID: 31680390 DOI: 10.1002/dys.1641] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2018] [Revised: 07/09/2019] [Accepted: 10/21/2019] [Indexed: 06/10/2023]
Abstract
The study involved investigating dyslexic children's postural control responses when visual and somatosensory cues were separately manipulated. Twenty dyslexic and 19 nondyslexic children performed a trial by standing upright inside a moving room and another by lightly touching a moving bar. Both trials lasted 240 s with the following three different stimulus characteristics: low (pretransition), high (transition), and low amplitude (posttransition). Body sway magnitude and the relationship between the movement of the room/bar surface and body sway were examined. When compared to nondyslexic children, dyslexic children oscillated with higher magnitude in the transition and posttransition under visual and somatosensory manipulation; their sway was more influenced by visual manipulation in the transition and posttransition, and they used higher applied force levels in the somatosensory modality in all conditions. The results suggest that dyslexic children could not efficiently reweight visual cues when compared to nondyslexic children. The same was not observed in the somatosensory cues when dyslexic children reduced the influence of the somatosensory stimulus. The proper use of somatosensory information was related to stronger acquired cues and higher applied forces as observed for dyslexic children. Dyslexic children experience difficulties in dynamically reweighting sensory cues although these types of difficulties are overcome when more informative sensory cues are provided.
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Affiliation(s)
- Milena Razuk
- Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, Brazil
| | - Katerina Lukasova
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Paulo, Brazil
| | - Maria Pia Bucci
- UMR 1141 Inserm, Hôpital Robert Debré, Université Paris Diderot, Paris, France
| | - José Angelo Barela
- Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, Brazil
- Institute of Biosciences, São Paulo State University, Rio Claro, Brazil
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Marchand-Krynski MÈ, Morin-Moncet O, Bélanger AM, Beauchamp MH, Leonard G. Shared and differentiated motor skill impairments in children with dyslexia and/or attention deficit disorder: From simple to complex sequential coordination. PLoS One 2017; 12:e0177490. [PMID: 28542319 PMCID: PMC5438138 DOI: 10.1371/journal.pone.0177490] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Accepted: 04/27/2017] [Indexed: 01/03/2023] Open
Abstract
Dyslexia and Attention deficit disorder (AD) are prevalent neurodevelopmental conditions in children and adolescents. They have high comorbidity rates and have both been associated with motor difficulties. Little is known, however, about what is shared or differentiated in dyslexia and AD in terms of motor abilities. Even when motor skill problems are identified, few studies have used the same measurement tools, resulting in inconstant findings. The present study assessed increasingly complex gross motor skills in children and adolescents with dyslexia, AD, and with both Dyslexia and AD. Our results suggest normal performance on simple motor-speed tests, whereas all three groups share a common impairment on unimanual and bimanual sequential motor tasks. Children in these groups generally improve with practice to the same level as normal subjects, though they make more errors. In addition, children with AD are the most impaired on complex bimanual out-of-phase movements and with manual dexterity. These latter findings are examined in light of the Multiple Deficit Model.
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Affiliation(s)
- Marie-Ève Marchand-Krynski
- Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada
- Ste-Justine Hospital Research Center, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Québec, Canada
- Montreal Neurological Institute and Hospital, Montreal, Quebec, Canada
| | - Olivier Morin-Moncet
- Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Québec, Canada
| | | | - Miriam H. Beauchamp
- Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada
- Ste-Justine Hospital Research Center, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Québec, Canada
| | - Gabriel Leonard
- Montreal Neurological Institute and Hospital, Montreal, Quebec, Canada
- * E-mail:
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