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Landi N, Kleinman D, Agrawal V, Ashton G, Coyne-Green A, Roberts P, Blair N, Russell J, Stutzman A, Scorrano D, Frazier N, Pugh KR, Hoeft F. Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading. JOURNAL OF RESEARCH IN READING 2022; 45:367-384. [PMID: 36970562 PMCID: PMC10038566 DOI: 10.1111/1467-9817.12392] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educational communities. Moreover, this work is traditionally lab-based, and thus the underlying theories and research questions are siloed from classroom practices. With growing awareness of the neurobiological origins of RD and increasing popularity of putative "brain-based" approaches in clinics and classrooms, it is imperative that we create more direct and bidirectional communication between scientists and practitioners. Such direct collaborations can help dispel neuromyths, and lead to increased understanding of the promises and pitfalls of neuroscience approaches. Moreover, direct partnerships between researchers and practitioners can lead to greater ecological validity in study designs to improve upon the translational potential of findings. To this end, we have forged collaborative partnerships, and built cognitive neuroscience laboratories within independent reading disabilities schools. This approach affords frequent and ecologically valid neurobiological assessment as children's reading improves in response to intervention. It also permits the creation of dynamic models of leading and lagging relationships of students' learning, and identification of individual-level predictors of intervention response. The partnerships also provide in-depth knowledge of student characteristics and classroom practices, which, when combined with the data we acquire, may facilitate optimization of instructional approaches. In this commentary, we discuss the creation of our partnerships, the scientific problem we are addressing (variable response to reading intervention), and the epistemological significance of researcher-practitioner bi-directional learning.
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Affiliation(s)
- Nicole Landi
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
| | | | | | | | | | | | | | - Jay Russell
- The Windward Institute, White Plains, NY, USA
| | | | | | | | - Kenneth R Pugh
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
| | - Fumiko Hoeft
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
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2
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Varga V, Tóth D, Amora KK, Czikora D, Csépe V. ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia. Front Psychol 2021; 12:723404. [PMID: 34721182 PMCID: PMC8548581 DOI: 10.3389/fpsyg.2021.723404] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Accepted: 09/15/2021] [Indexed: 11/13/2022] Open
Abstract
Automatic visual word recognition requires not only well-established phonological and orthographic representations but also efficient audio-visual integration of these representations. One possibility is that in developmental dyslexia, inefficient orthographic processing might underlie poor reading. Alternatively, reading deficit could be due to inefficient phonological processing or inefficient integration of orthographic and phonological information. In this event-related potential study, participants with dyslexia (N = 25) and control readers (N = 27) were presented with pairs of words and pseudowords in an implicit same-different task. The reference-target pairs could be identical, or different in the identity or the position of the letters. To test the orthographic-phonological processing, target stimuli were presented in visual-only and audiovisual conditions. Participants with and without dyslexia processed the reference stimuli similarly; however, group differences emerged in the processing of target stimuli, especially in the audiovisual condition where control readers showed greater N1 responses for words than for pseudowords, but readers with dyslexia did not show such difference. Moreover, after 300 ms lexicality effect exhibited a more focused frontal topographic distribution in readers with dyslexia. Our results suggest that in developmental dyslexia, phonological processing and audiovisual processing deficits are more pronounced than orthographic processing deficits.
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Affiliation(s)
- Vera Varga
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary.,Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary
| | - Dénes Tóth
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
| | - Kathleen Kay Amora
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary.,Multilingualism Doctoral School, Faculty of Modern Philology and Social Sciences, University of Pannonia, Veszprém, Hungary
| | - Dávid Czikora
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary.,Institute for Hungarian and Applied Linguistics, Pannon University, Veszprém, Hungary
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Coch D. Uncoupled Brain and Behavior Changes in Lexical, Phonological, and Memory Processing in Struggling Readers. Dev Neuropsychol 2021; 46:33-53. [PMID: 33423559 DOI: 10.1080/87565641.2020.1871481] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Paired behavioral and ERP measures were used to track change over time in 17 third- and fourth-grade struggling readers. Word and nonword reading on standardized tests improved, but differentiation of words and letter strings, measured by N170 and N400 amplitude, did not significantly change. Sound awareness scores improved, but the ERP rhyming effect did not significantly change. Both digit span scores and latency of the P300 oddball effect decreased. Correlations between the ostensibly matched behavioral and electrophysiological measures of change were not significant, indicating that use of ERP and behavioral measures can provide nonoverlapping insight into change during reading development.
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Affiliation(s)
- Donna Coch
- Department of Education, Dartmouth College , Hanover, NH, USA
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Romeo RR, Christodoulou JA, Halverson KK, Murtagh J, Cyr AB, Schimmel C, Chang P, Hook PE, Gabrieli JDE. Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. Cereb Cortex 2019; 28:2297-2312. [PMID: 28591795 DOI: 10.1093/cercor/bhx131] [Citation(s) in RCA: 65] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2016] [Accepted: 05/09/2017] [Indexed: 01/18/2023] Open
Abstract
Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. In total, 65 children with RD (ages 6-9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions-especially in left pars opercularis. Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared with treatment nonresponders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and nonresponder groups exhibited developmentally typical, nonsignificant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.
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Affiliation(s)
- Rachel R Romeo
- Division of Medical Sciences, Harvard Medical School and Harvard University, Boston, MA, USA.,McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Joanna A Christodoulou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
| | - Kelly K Halverson
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Jack Murtagh
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Abigail B Cyr
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Carly Schimmel
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Patricia Chang
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Pamela E Hook
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
| | - John D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA.,MIT Integrated Learning Initiative, Cambridge, MA, USA
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Bakos S, Landerl K, Bartling J, Schulte-Körne G, Moll K. Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders. Clin Neurophysiol 2018; 129:526-540. [DOI: 10.1016/j.clinph.2017.12.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2017] [Revised: 11/27/2017] [Accepted: 12/14/2017] [Indexed: 11/28/2022]
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Okumura Y, Kita Y, Inagaki M. Pure and Short-Term Phonics-Training Improves Reading and Print-Specific ERP in English: A Case Study of a Japanese Middle School Girl. Dev Neuropsychol 2017; 42:265-275. [DOI: 10.1080/87565641.2017.1334784] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Yasuko Okumura
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, Kodaira, Tokyo, Japan
| | - Yosuke Kita
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, Kodaira, Tokyo, Japan
| | - Masumi Inagaki
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, Kodaira, Tokyo, Japan
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Konrad K, Schulte-Körne G. [Specific Learning Disabilities: Current challenges and opportunities]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2016; 44:329-332. [PMID: 27658625 DOI: 10.1024/1422-4917/a000470] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
- Kerstin Konrad
- 1 Lehr- und Forschungsgebiet Klinische Neuropsychologie des Kindes- und Jugendalters, Klinik für Kinder- und Jugendpsychiatrie, -psychosomatik und -psychotherapie, Universitätsklinikum der RWTH Aachen, Deutschland.,2 JARA-BRAIN Institute Molecular Neuroscience and Neuroimaging, Forschungszentrum Jülich GmbH und RWTH Aachen University, Deutschland
| | - Gerd Schulte-Körne
- 3 Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Klinikum der Universität München, Deutschland
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Ylinen S, Kujala T. Neuroscience illuminating the influence of auditory or phonological intervention on language-related deficits. Front Psychol 2015; 6:137. [PMID: 25741305 PMCID: PMC4330793 DOI: 10.3389/fpsyg.2015.00137] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2014] [Accepted: 01/26/2015] [Indexed: 11/29/2022] Open
Abstract
Remediation programs for language-related learning deficits are urgently needed to enable equal opportunities in education. To meet this need, different training and intervention programs have been developed. Here we review, from an educational perspective, studies that have explored the neural basis of behavioral changes induced by auditory or phonological training in dyslexia, specific language impairment (SLI), and language-learning impairment (LLI). Training has been shown to induce plastic changes in deficient neural networks. In dyslexia, these include, most consistently, increased or normalized activation of previously hypoactive inferior frontal and occipito-temporal areas. In SLI and LLI, studies have shown the strengthening of previously weak auditory brain responses as a result of training. The combination of behavioral and brain measures of remedial gains has potential to increase the understanding of the causes of language-related deficits, which may help to target remedial interventions more accurately to the core problem.
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Affiliation(s)
- Sari Ylinen
- Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of HelsinkiHelsinki, Finland
- *Correspondence: Sari Ylinen, Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, Helsinki, FIN-00014, Finland e-mail:
| | - Teija Kujala
- Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of HelsinkiHelsinki, Finland
- Cicero Learning, University of HelsinkiHelsinki, Finland
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