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Lee MM, Stoodley CJ. Neural bases of reading fluency: A systematic review and meta-analysis. Neuropsychologia 2024; 202:108947. [PMID: 38964441 DOI: 10.1016/j.neuropsychologia.2024.108947] [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: 06/29/2023] [Revised: 06/26/2024] [Accepted: 06/29/2024] [Indexed: 07/06/2024]
Abstract
Reading fluency, the ability to read quickly and accurately, is a critical marker of successful reading and is notoriously difficult to improve in reading disabled populations. Despite its importance to functional literacy, fluency is a relatively under-studied aspect of reading, and the neural correlates of reading fluency are not well understood. Here, we review the literature of the neural correlates of reading fluency as well as rapid automatized naming (RAN), a task that is robustly related to reading fluency. In a qualitative review of the neuroimaging literature, we evaluated structural and functional MRI studies of reading fluency in readers from a range of skill levels. This was followed by a quantitative activation likelihood estimate (ALE) meta-analysis of fMRI studies of reading speed and RAN measures. We anticipated that reading speed, relative to untimed reading and reading-related tasks, would harness ventral reading pathways that are thought to enable the fast, visual recognition of words. The qualitative review showed that speeded reading taps the entire canonical reading network. The meta-analysis indicated a stronger role of the ventral reading pathway in rapid reading and rapid naming. Both reviews identified regions outside the canonical reading network that contribute to reading fluency, such as the bilateral insula and superior parietal lobule. We suggest that fluent reading engages both domain-specific reading pathways as well as domain-general regions that support overall task performance and discuss future avenues of research to expand our understanding of the neural bases of fluent reading.
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Affiliation(s)
- Marissa M Lee
- Department of Neuroscience, American University, USA; Center for Applied Brain and Cognitive Sciences, Tufts University, USA
| | - Catherine J Stoodley
- Department of Neuroscience, American University, USA; Developing Brain Institute, Children's National Hospital, USA; Departments of Neurology and Pediatrics, The George Washington University School of Medicine and Health Sciences, USA.
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2
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Lee MM, McGrath LM, Stoodley CJ. Cerebellar Neuromodulation Impacts Reading Fluency in Young Adults. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2024; 5:736-756. [PMID: 39175787 PMCID: PMC11338301 DOI: 10.1162/nol_a_00124] [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: 04/05/2023] [Accepted: 09/20/2023] [Indexed: 08/24/2024]
Abstract
The cerebellum is traditionally associated with the control of coordinated movement, but ample evidence suggests that the cerebellum also supports cognitive processing. Consistent with this, right-lateralized posterolateral cerebellar regions are engaged during a range of reading and reading-related tasks, but the specific role of the cerebellum during reading tasks is not clear. Based on the cerebellar contribution to automatizing movement, it has been hypothesized that the cerebellum is specifically involved in rapid, fluent reading. We aimed to determine whether the right posterolateral cerebellum is a specific modulator of reading fluency or whether cerebellar modulation is broader, also impacting reading accuracy, rapid automatized naming, and general processing speed. To do this, we examined the effect of transcranial direct current stimulation (tDCS) targeting the right posterolateral cerebellum (lobules VI/VII) on single-word reading fluency, reading accuracy, rapid automatized naming, and processing speed. Young adults with typical reading development (n = 25; 15 female sex assigned at birth, 10 male sex assigned at birth, aged 18-28 years [M = 19.92 ± 2.04 years]) completed the reading and cognitive measures after 20 min of 2 mA anodal (excitatory), cathodal (inhibitory), or sham tDCS in a within-subjects design. Linear mixed effects models indicated that cathodal tDCS decreased single-word reading fluency scores (d = -0.36, p < 0.05) but did not significantly affect single-word reading accuracy, rapid automatized naming, or general processing speed measures. Our results suggest that the right posterolateral cerebellum is involved in reading fluency, consistent with a broader role of the cerebellum in fast, fluent cognition.
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Affiliation(s)
- Marissa M. Lee
- Center for Applied Brain and Cognitive Sciences, Tufts University, Medford, MA, USA
- Department of Neuroscience, American University, Washington, DC, USA
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3
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Seghier ML, Boudelaa S. Constraining current neuroanatomical models of reading: the view from Arabic. Brain Struct Funct 2024:10.1007/s00429-024-02827-y. [PMID: 38969935 DOI: 10.1007/s00429-024-02827-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 06/17/2024] [Indexed: 07/07/2024]
Abstract
There is a growing interest in imaging understudied orthographies to unravel their neuronal correlates and their implications for existing computational and neuroanatomical models. Here, we review current brain mapping literature about Arabic words. We first offer a succinct description of some unique linguistic features of Arabic that challenge current cognitive models of reading. We then appraise the existing functional neuroimaging studies that investigated written Arabic word processing. Our review revealed that (1) Arabic is still understudied, (2) the most investigated features concerned the effects of vowelling and diglossia in Arabic reading, (3) findings were not always discussed in the light of existing reading models such as the dual route cascaded, the triangle, and the connectionist dual process models, and (4) current evidence is unreliable when it comes to the exact neuronal pathways that sustain Arabic word processing. Overall, despite the fact that Arabic has some unique linguistic features that challenge and ultimately enrich current reading models, the existing functional neuroimaging literature falls short of offering a reliable evidence about brain networks of Arabic reading. We conclude by highlighting the need for more systematic studies of the linguistic features of Arabic to build theoretical and neuroanatomical models that are concurrently specific and general.
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Affiliation(s)
- Mohamed L Seghier
- Department of Biomedical Engineering and Biotechnology, Khalifa University of Science and Technology, Abu Dhabi, UAE.
- Healthcare Engineering Innovation Center (HEIC), Khalifa University of Science and Technology, Abu Dhabi, UAE.
| | - Sami Boudelaa
- Department of Cognitive Sciences, United Arab Emirates University, Al Ain, UAE.
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4
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Wat EK, Jangraw DC, Finn ES, Bandettini PA, Preston JL, Landi N, Hoeft F, Frost SJ, Lau A, Chen G, Pugh KR, Molfese PJ. Will you read how I will read? Naturalistic fMRI predictors of emergent reading. Neuropsychologia 2024; 193:108763. [PMID: 38141965 PMCID: PMC11370251 DOI: 10.1016/j.neuropsychologia.2023.108763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 10/07/2023] [Accepted: 12/16/2023] [Indexed: 12/25/2023]
Abstract
Despite reading being an essential and almost universal skill in the developed world, reading proficiency varies substantially from person to person. To study why, the fMRI field is beginning to turn from single-word or nonword reading tasks to naturalistic stimuli like connected text and listening to stories. To study reading development in children just beginning to read, listening to stories is an appropriate paradigm because speech perception and phonological processing are important for, and are predictors of, reading proficiency. Our study examined the relationship between behavioral reading-related skills and the neural response to listening to stories in the fMRI environment. Functional MRI were gathered in a 3T TIM-Trio scanner. During the fMRI scan, children aged approximately 7 years listened to professionally narrated common short stories and answered comprehension questions following the narration. Analyses of the data used inter-subject correlation (ISC), and representational similarity analysis (RSA). Our primary finding is that ISC reveals areas of increased synchrony in both high- and low-performing emergent readers previously implicated in reading ability/disability. Of particular interest are that several previously identified brain regions (medial temporal gyrus (MTG), inferior frontal gyrus (IFG), inferior temporal gyrus (ITG)) were found to "synchronize" across higher reading ability participants, while lower reading ability participants had idiosyncratic activation patterns in these regions. Additionally, two regions (superior frontal gyrus (SFG) and another portion of ITG) were recruited by all participants, but their specific timecourse of activation depended on reading performance. These analyses support the idea that different brain regions involved in reading follow different developmental trajectories that correlate with reading proficiency on a spectrum rather than the usual dichotomy of poor readers versus strong readers.
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Affiliation(s)
| | - David C Jangraw
- Department of Electrical and Biomedical Engineering, University of Vermont, Burlington, VT, USA
| | - Emily S Finn
- Department of Psychological and Brain Sciences, Dartmouth College, Hanover, NH, USA
| | - Peter A Bandettini
- Section on Functional Imaging Methods, NIMH, Bethesda, MD, USA; Center for Multimodal Neuroimaging, NIMH, Bethesda, MD, USA
| | - Jonathan L Preston
- Haskins Laboratories, New Haven, CT, USA; Syracuse University, Syracuse, NY, USA
| | - Nicole Landi
- Haskins Laboratories, New Haven, CT, USA; Department of Psychological Sciences, University of Connecticut, USA
| | - Fumiko Hoeft
- Haskins Laboratories, New Haven, CT, USA; Department of Psychological Sciences, University of Connecticut, USA
| | | | - Airey Lau
- Haskins Laboratories, New Haven, CT, USA
| | - Gang Chen
- Statistical Computing Core, NIMH, Bethesda, MD, USA
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA; Department of Psychological Sciences, University of Connecticut, USA; Department of Linguistics, Yale University School of Medicine, New Haven, CT, USA
| | - Peter J Molfese
- Center for Multimodal Neuroimaging, NIMH, Bethesda, MD, USA; Haskins Laboratories, New Haven, CT, USA.
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5
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Papanicolaou AC. Non-Invasive Mapping of the Neuronal Networks of Language. Brain Sci 2023; 13:1457. [PMID: 37891824 PMCID: PMC10605023 DOI: 10.3390/brainsci13101457] [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: 08/07/2023] [Revised: 09/13/2023] [Accepted: 10/05/2023] [Indexed: 10/29/2023] Open
Abstract
This review consists of three main sections. In the first, the Introduction, the main theories of the neuronal mediation of linguistic operations, derived mostly from studies of the effects of focal lesions on linguistic performance, are summarized. These models furnish the conceptual framework on which the design of subsequent functional neuroimaging investigations is based. In the second section, the methods of functional neuroimaging, especially those of functional Magnetic Resonance Imaging (fMRI) and of Magnetoencephalography (MEG), are detailed along with the specific activation tasks employed in presurgical functional mapping. The reliability of these non-invasive methods and their validity, judged against the results of the invasive methods, namely, the "Wada" procedure and Cortical Stimulation Mapping (CSM), is assessed and their use in presurgical mapping is justified. In the third and final section, the applications of fMRI and MEG in basic research are surveyed in the following six sub-sections, each dealing with the assessment of the neuronal networks for (1) the acoustic and phonological, (2) for semantic, (3) for syntactic, (4) for prosodic operations, (5) for sign language and (6) for the operations of reading and the mechanisms of dyslexia.
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Affiliation(s)
- Andrew C Papanicolaou
- Department of Pediatrics, Division of Pediatric Neurology, College of Medicine, University of Tennessee Health Science Center, Memphis, TN 38013, USA
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Martinez-Lincoln A, Fotidzis TS, Cutting LE, Price GR, Barquero LA. Examination of common and unique brain regions for atypical reading and math: a meta-analysis. Cereb Cortex 2023; 33:6959-6989. [PMID: 36758954 PMCID: PMC10233309 DOI: 10.1093/cercor/bhad013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 02/11/2023] Open
Abstract
The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography studies that met the criteria. Coordinates that directly compared TD with either RD or MD were entered into GingerALE (Brainmap.org). An activation likelihood estimate (ALE) meta-analysis was conducted to examine common and unique brain regions for RD and MD. Overall, more studies examined RD (n = 96) than MD (n = 20). Across studies, overactivation for reading and math occurred in the right insula and inferior frontal gyrus for atypically developing (AD) > TD comparisons, albeit in slightly different areas of these regions; however, inherent threshold variability across imaging studies could diminish overlying regions. For TD > AD comparisons, there were no similar or overlapping brain regions. Results indicate there were domain-specific differences for RD and MD; however, there were some similarities in the ancillary recruitment of executive functioning skills. Theoretical and practical implications for researchers and educators are discussed.
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Affiliation(s)
- Amanda Martinez-Lincoln
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Tess S Fotidzis
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Laurie E Cutting
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
- Vanderbilt University Medical Center, Vanderbilt Kennedy Center, 110 Magnolia Circle, Nashville, TN 37203, United States
| | - Gavin R Price
- Department of Psychology, University of Exeter, Washington Singer Building Perry Road Exeter EX44QG, United Kingdom
| | - Laura A Barquero
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
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Conrad BN, Pollack C, Yeo DJ, Price GR. Structural and functional connectivity of the inferior temporal numeral area. Cereb Cortex 2022; 33:6152-6170. [PMID: 36587366 PMCID: PMC10183753 DOI: 10.1093/cercor/bhac492] [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: 01/31/2022] [Revised: 11/14/2022] [Accepted: 11/17/2022] [Indexed: 01/02/2023] Open
Abstract
A growing body of evidence suggests that in adults, there is a spatially consistent "inferior temporal numeral area" (ITNA) in the occipitotemporal cortex that appears to preferentially process Arabic digits relative to non-numerical symbols and objects. However, very little is known about why the ITNA is spatially segregated from regions that process other orthographic stimuli such as letters, and why it is spatially consistent across individuals. In the present study, we used diffusion-weighted imaging and functional magnetic resonance imaging to contrast structural and functional connectivity between left and right hemisphere ITNAs and a left hemisphere letter-preferring region. We found that the left ITNA had stronger structural and functional connectivity than the letter region to inferior parietal regions involved in numerical magnitude representation and arithmetic. Between hemispheres, the left ITNA showed stronger structural connectivity with the left inferior frontal gyrus (Broca's area), while the right ITNA showed stronger structural connectivity to the ipsilateral inferior parietal cortex and stronger functional coupling with the bilateral IPS. Based on their relative connectivity, our results suggest that the left ITNA may be more readily involved in mapping digits to verbal number representations, while the right ITNA may support the mapping of digits to quantity representations.
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Affiliation(s)
- Benjamin N Conrad
- Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA
| | - Courtney Pollack
- Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA
| | - Darren J Yeo
- Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA.,Division of Psychology, School of Social Sciences, Nanyang Technological University, 48 Nanyang Avenue, Singapore, 639818
| | - Gavin R Price
- Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA.,Department of Psychology, University of Exeter, Washington Singer Building Perry Road, Exeter, EX4 4QG, United Kingdom
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8
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Al Dahhan NZ, Kirby JR, Brien DC, Gupta R, Harrison A, Munoz DP. Understanding the biological basis of dyslexia at a neural systems level. Brain Commun 2020; 2:fcaa173. [PMID: 33305260 PMCID: PMC7713994 DOI: 10.1093/braincomms/fcaa173] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 07/17/2020] [Accepted: 08/03/2020] [Indexed: 11/12/2022] Open
Abstract
We examined the naming speed performance of 18 typically achieving and 16 dyslexic adults while simultaneously recording eye movements, articulations and fMRI data. Naming speed tasks, which require participants to name a list of letters or objects, have been proposed as a proxy for reading and are thought to recruit similar reading networks in the left hemisphere of the brain as more complex reading tasks. We employed letter and object naming speed tasks, with task manipulations to make the stimuli more or less phonologically and/or visually similar. Compared to typically achieving readers, readers with dyslexia had a poorer behavioural naming speed task performance, longer fixation durations, more regressions and increased activation in areas of the reading network in the left-hemisphere. Whereas increased network activation was positively associated with performance in dyslexics, it was negatively related to performance in typically achieving readers. Readers with dyslexia had greater bilateral activation and recruited additional regions involved with memory, namely the amygdala and hippocampus; in contrast, the typically achieving readers additionally activated the dorsolateral prefrontal cortex. Areas within the reading network were differentially activated by stimulus manipulations to the naming speed tasks. There was less efficient naming speed behavioural performance, longer fixation durations, more regressions and increased neural activity when letter stimuli were both phonologically and visually similar. Discussion focuses on the differences in activation within the reading network, how they are related to behavioural task differences, and how progress in furthering the understanding of the relationship between behavioural performance and brain activity can change the overall trajectories of children with reading difficulties by contributing to both early identification and remediation processes.
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Affiliation(s)
- Noor Z Al Dahhan
- Centre for Neuroscience Studies, Queen's University, Kingston, ON K7L 3N6, Canada
- Correspondence to: Noor Z. Al Dahhan, Centre for Neuroscience Studies, Queen’s University, Botterell Hall, 18 Stuart Street, Kingston, ON, K7L 3N6, Canada. E-mail:
| | - John R Kirby
- Centre for Neuroscience Studies, Queen's University, Kingston, ON K7L 3N6, Canada
- Faculty of Education, Queen's University, Kingston, ON K7M 5R7, Canada
| | - Donald C Brien
- Centre for Neuroscience Studies, Queen's University, Kingston, ON K7L 3N6, Canada
| | - Rina Gupta
- Regional Assessment and Resource Centre, Queen’s University, Kingston, ON K7L 3N6, Canada
| | - Allyson Harrison
- Regional Assessment and Resource Centre, Queen’s University, Kingston, ON K7L 3N6, Canada
| | - Douglas P Munoz
- Centre for Neuroscience Studies, Queen's University, Kingston, ON K7L 3N6, Canada
- Department of Biomedical and Molecular Sciences, Queen's University, Kingston, ON, K7L 3N6, Canada
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Conant LL, Liebenthal E, Desai A, Seidenberg MS, Binder JR. Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia. Neuropsychologia 2020; 146:107543. [PMID: 32598966 DOI: 10.1016/j.neuropsychologia.2020.107543] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 03/16/2020] [Accepted: 06/21/2020] [Indexed: 12/12/2022]
Abstract
Developmental dyslexia is a learning disorder characterized by difficulties reading words accurately and/or fluently. Several behavioral studies have suggested the presence of anomalies at an early stage of phoneme processing, when the complex spectrotemporal patterns in the speech signal are analyzed and assigned to phonemic categories. In this study, fMRI was used to compare brain responses associated with categorical discrimination of speech syllables (P) and acoustically matched nonphonemic stimuli (N) in children and adolescents with dyslexia and in typically developing (TD) controls, aged 8-17 years. The TD group showed significantly greater activation during the P condition relative to N in an area of the left ventral occipitotemporal cortex that corresponds well with the region referred to as the "visual word form area" (VWFA). Regression analyses using reading performance as a continuous variable across the full group of participants yielded similar results. Overall, the findings are consistent with those of previous neuroimaging studies using print stimuli in individuals with dyslexia that found reduced activation in left occipitotemporal regions; however, the current study shows that these activation differences seen during reading are apparent during auditory phoneme discrimination in youth with dyslexia, suggesting that the primary deficit in at least a subset of children may lie early in the speech processing stream and that categorical perception may be an important target of early intervention in children at risk for dyslexia.
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Affiliation(s)
- Lisa L Conant
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA.
| | - Einat Liebenthal
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA; Department of Psychiatry, McLean Hospital, Harvard Medical School, Boston, MA, USA
| | - Anjali Desai
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Mark S Seidenberg
- Department of Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | - Jeffrey R Binder
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
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10
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Seghier ML, Fahim MA, Habak C. Educational fMRI: From the Lab to the Classroom. Front Psychol 2019; 10:2769. [PMID: 31866920 PMCID: PMC6909003 DOI: 10.3389/fpsyg.2019.02769] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Accepted: 11/25/2019] [Indexed: 12/23/2022] Open
Abstract
Functional MRI (fMRI) findings hold many potential applications for education, and yet, the translation of fMRI findings to education has not flowed. Here, we address the types of fMRI that could better support applications of neuroscience to the classroom. This 'educational fMRI' comprises eight main challenges: (1) collecting artifact-free fMRI data in school-aged participants and in vulnerable young populations, (2) investigating heterogenous cohorts with wide variability in learning abilities and disabilities, (3) studying the brain under natural and ecological conditions, given that many practical topics of interest for education can be addressed only in ecological contexts, (4) depicting complex age-dependent associations of brain and behaviour with multi-modal imaging, (5) assessing changes in brain function related to developmental trajectories and instructional intervention with longitudinal designs, (6) providing system-level mechanistic explanations of brain function, so that useful individualized predictions about learning can be generated, (7) reporting negative findings, so that resources are not wasted on developing ineffective interventions, and (8) sharing data and creating large-scale longitudinal data repositories to ensure transparency and reproducibility of fMRI findings for education. These issues are of paramount importance to the development of optimal fMRI practices for educational applications.
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Affiliation(s)
- Mohamed L Seghier
- Cognitive Neuroimaging Unit, Emirates College for Advanced Education (ECAE), Abu Dhabi, United Arab Emirates
| | - Mohamed A Fahim
- Cognitive Neuroimaging Unit, Emirates College for Advanced Education (ECAE), Abu Dhabi, United Arab Emirates
| | - Claudine Habak
- Cognitive Neuroimaging Unit, Emirates College for Advanced Education (ECAE), Abu Dhabi, United Arab Emirates
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11
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Cabana J, Gilbert G, Létourneau‐Guillon L, Safi D, Rouleau I, Cossette P, Nguyen DK. Effects of SYN1 Q555X mutation on cortical gray matter microstructure. Hum Brain Mapp 2018; 39:3428-3448. [PMID: 29671924 PMCID: PMC6866302 DOI: 10.1002/hbm.24186] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Revised: 04/08/2018] [Accepted: 04/09/2018] [Indexed: 01/16/2023] Open
Abstract
A new Q555X mutation on the SYN1 gene was recently found in several members of a family segregating dyslexia, epilepsy, and autism spectrum disorder. To describe the effects of this mutation on cortical gray matter microstructure, we performed a surface-based group study using novel diffusion and quantitative multiparametric imaging on 13 SYN1Q555X mutation carriers and 13 age- and sex-matched controls. Specifically, diffusion kurtosis imaging (DKI) and neurite orientation and dispersion and density imaging (NODDI) were used to analyze multi-shell diffusion data and obtain parametric maps sensitive to tissue structure, while quantitative metrics sensitive to tissue composition (T1, T2* and relative proton density [PD]) were obtained from a multi-echo variable flip angle FLASH acquisition. Results showed significant microstructural alterations in several regions usually involved in oral and written language as well as dyslexia. The most significant changes in these regions were lowered mean diffusivity and increased fractional anisotropy. This study is, to our knowledge, the first to successfully use diffusion imaging and multiparametric mapping to detect cortical anomalies in a group of subjects with a well-defined genotype linked to language impairments, epilepsy and autism spectrum disorder (ASD).
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Affiliation(s)
- Jean‐François Cabana
- Centre Hospitalier de l'Université de Montréal (CHUM)MontréalQuébec
- Université de Montréal
| | - Guillaume Gilbert
- Centre Hospitalier de l'Université de Montréal (CHUM)MontréalQuébec
- Université de Montréal
- Philips Healthcare CanadaMarkhamQuébec
| | - Laurent Létourneau‐Guillon
- Centre Hospitalier de l'Université de Montréal (CHUM)MontréalQuébec
- Centre de Recherche du CHUM (CRCHUM)MontréalQuébec
| | - Dima Safi
- Université du Québec à Trois‐Rivières (UQTR), Trois‐RivièresQuébec
- Groupe de recherche CogNAC (UQTR), Trois‐RivièresQuébec
| | - Isabelle Rouleau
- Centre de Recherche du CHUM (CRCHUM)MontréalQuébec
- Université du Québec à Montréal (UQAM), MontréalQuébec
| | - Patrick Cossette
- Centre Hospitalier de l'Université de Montréal (CHUM)MontréalQuébec
- Université de Montréal
- Centre de Recherche du CHUM (CRCHUM)MontréalQuébec
| | - Dang Khoa Nguyen
- Centre Hospitalier de l'Université de Montréal (CHUM)MontréalQuébec
- Université de Montréal
- Centre de Recherche du CHUM (CRCHUM)MontréalQuébec
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12
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Current perspectives on the cerebellum and reading development. Neurosci Biobehav Rev 2018; 92:55-66. [PMID: 29730484 DOI: 10.1016/j.neubiorev.2018.05.006] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 02/23/2018] [Accepted: 05/02/2018] [Indexed: 12/15/2022]
Abstract
The dominant neural models of typical and atypical reading focus on the cerebral cortex. However, Nicolson et al. (2001) proposed a model, the cerebellar deficit hypothesis, in which the cerebellum plays an important role in reading. To evaluate the evidence in support of this model, we qualitatively review the current literature and employ meta-analytic tools examining patterns of functional connectivity between the cerebellum and the cerebral reading network. We find evidence for a phonological circuit with connectivity between the cerebellum and a dorsal fronto-parietal pathway, and a semantic circuit with cerebellar connectivity to a ventral fronto-temporal pathway. Furthermore, both cerebral pathways have functional connections with the mid-fusiform gyrus, a region implicated in orthographic processing. Consideration of these circuits within the context of the current literature suggests the cerebellum is positioned to influence both phonological and word-based decoding procedures for recognizing unfamiliar printed words. Overall, multiple lines of research provide support for the cerebellar deficit hypothesis, while also highlighting the need for further research to test mechanistic hypotheses.
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13
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Pollack C, Ashby NC. Where arithmetic and phonology meet: The meta-analytic convergence of arithmetic and phonological processing in the brain. Dev Cogn Neurosci 2018; 30:251-264. [PMID: 28533112 PMCID: PMC6969128 DOI: 10.1016/j.dcn.2017.05.003] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2016] [Revised: 05/06/2017] [Accepted: 05/06/2017] [Indexed: 12/27/2022] Open
Abstract
Arithmetic facts can be solved using different strategies. Research suggests that some arithmetic problems, particularly those solved by fact retrieval, are related to phonological processing ability and elicit activity in left-lateralized brain regions that support phonological processing. However, it is unclear whether common brain regions support both retrieval-based arithmetic and phonological processing, and if these regions differ across children and adults. This study used activation likelihood estimation to investigate functional neural overlap between arithmetic and phonological processing, separately for children and adults. The meta-analyses in children showed six clusters of overlapping activation concentrated in bilateral frontal regions and in the left fusiform gyrus. The meta-analyses in adults yielded two clusters of concordant activity, one in the left inferior frontal gyrus and one in the left inferior parietal lobule. A qualitative comparison across the two age groups suggests that children show more bilateral and diffuse activation than adults, which may reflect attentional processes that support more effortful processing in children. The present meta-analyses contribute novel insights into the relationship between retrieval-based arithmetic and phonological processing in the brain across children and adults, and brain regions that may support processing of more complex symbolic representations, such as arithmetic facts and words.
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Affiliation(s)
- Courtney Pollack
- Harvard Graduate School of Education, Appian Way, Cambridge, MA 02138, United States.
| | - Nicole C Ashby
- Harvard Graduate School of Education, Appian Way, Cambridge, MA 02138, United States
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14
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Chyl K, Kossowski B, Dębska A, Łuniewska M, Banaszkiewicz A, Żelechowska A, Frost SJ, Mencl WE, Wypych M, Marchewka A, Pugh KR, Jednoróg K. Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks. J Child Psychol Psychiatry 2018; 59:76-87. [PMID: 28691732 PMCID: PMC5729096 DOI: 10.1111/jcpp.12774] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/18/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited. METHODS We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten or first grade and examined group differences between a matched subset of emergent-readers and prereaders. RESULTS Across the entire cohort, individual differences analysis revealed that reading skill was positively correlated with the magnitude of activation difference between words and symbol strings in left superior temporal, inferior frontal and fusiform gyri. Group comparisons of the matched subset of pre- and emergent-readers showed higher activity for emergent-readers in left inferior frontal, precentral, and postcentral gyri. Individual differences in activation for natural versus vocoded speech were also positively correlated with reading skill, primarily in the left temporal cortex. However, in contrast to studies on adult illiterates, group comparisons revealed higher activity in prereaders compared to readers in the frontal lobes. Print-speech coactivation was observed only in readers and individual differences analyses revealed a positive correlation between convergence and reading skill in the left superior temporal sulcus. CONCLUSIONS These results emphasise that a child's brain undergoes several modifications to both visual and oral language systems in the process of learning to read. They also suggest that print-speech convergence is a hallmark of acquiring literacy.
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Affiliation(s)
- Katarzyna Chyl
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, PAS, Poland
| | - Bartosz Kossowski
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, PAS, Poland,Faculty of Electronics and Information Technology, Warsaw University of Technology, Poland
| | - Agnieszka Dębska
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, PAS, Poland
| | - Magdalena Łuniewska
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, PAS, Poland,Faculty of Psychology, University of Warsaw, Poland
| | - Anna Banaszkiewicz
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, PAS, Poland
| | - Agata Żelechowska
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, PAS, Poland
| | | | | | - Marek Wypych
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, PAS, Poland
| | - Artur Marchewka
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, PAS, Poland
| | - Kenneth R. Pugh
- Haskins Laboratories, New Haven, Connecticut, USA,Department of Diagnostic Radiology, Yale University School of Medicine, Connecticut, USA,Department of Psychology, University of Connecticut, USA
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, PAS, Poland
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15
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Koyama MS, O'Connor D, Shehzad Z, Milham MP. Differential contributions of the middle frontal gyrus functional connectivity to literacy and numeracy. Sci Rep 2017; 7:17548. [PMID: 29235506 PMCID: PMC5727510 DOI: 10.1038/s41598-017-17702-6] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Accepted: 11/30/2017] [Indexed: 12/23/2022] Open
Abstract
Literacy and numeracy equally affect an individual's success in and beyond schools, but these two competencies tend to be separately examined, particularly in neuroimaging studies. The current resting-state fMRI study examined the neural correlates of literacy and numeracy in the same sample of healthy adults. We first used an exploratory "Multivariate Distance Matrix Regression" (MDMR) approach to examine intrinsic functional connectivity (iFC), highlighting the middle frontal gyrus (MFG) for both competencies. Notably, there was a hemispheric asymmetry in the MDMR-based MFG findings, with literacy associated with the left MFG, whereas numeracy associated with the right MFG (R.MFG). Results of post-hoc seed-based correlation analyses further strengthened differential contributions of MFG connections to each competency. One of the most striking and novel findings from the present work was that numeracy was negatively related to R.MFG connections with the default network, which has been largely overlooked in the literature. Our results are largely consistent with prior neuroimaging work showing distinct neural mechanisms underlying literacy and numeracy, and also indicate potentially common iFC profiles to both competencies (e.g., R.MFG with cerebellum). Taken together, our iFC findings have a potential to provide novel insights into neural bases of literacy, numeracy, and impairments in these competencies.
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Affiliation(s)
- Maki S Koyama
- Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, USA.
- Haskins Laboratories, New Haven, CT, USA.
| | | | - Zarrar Shehzad
- Yale University, Department of Psychology, New Haven, CT, USA
| | - Michael P Milham
- Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, USA.
- Child Mind Institute, New York, NY, USA.
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16
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Liebig J, Froehlich E, Morawetz C, Braun M, Jacobs AM, Heekeren HR, Ziegler JC. Neurofunctionally dissecting the reading system in children. Dev Cogn Neurosci 2017; 27:45-57. [PMID: 28780219 PMCID: PMC6987884 DOI: 10.1016/j.dcn.2017.07.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2016] [Revised: 05/12/2017] [Accepted: 07/10/2017] [Indexed: 11/17/2022] Open
Abstract
The reading system can be broken down into four basic subcomponents in charge of prelexical, orthographic, phonological, and lexico-semantic processes. These processes need to jointly work together to become a fluent and efficient reader. Using functional magnetic resonance imaging (fMRI), we systematically analyzed differences in neural activation patterns of these four basic subcomponents in children (N=41, 9-13 years) using tasks specifically tapping each component (letter identification, orthographic decision, phonological decision, and semantic categorization). Regions of interest (ROI) were selected based on a meta-analysis of child reading and included the left ventral occipito-temporal cortex (vOT), left posterior parietal cortex (PPC), left inferior frontal gyrus (IFG), and bilateral supplementary motor area (SMA). Compared to a visual baseline task, enhanced activation in vOT and IFG was observed for all tasks with very little differences between tasks. Activity in the dorsal PPC system was confined to prelexical and phonological processing. Activity in the SMA was found in orthographic, phonological, and lexico-semantic tasks. Our results are consistent with the idea of an early engagement of the vOT accompanied by executive control functions in the frontal system, including the bilateral SMA.
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Affiliation(s)
- Johanna Liebig
- Department of Education and Psychology, Freie Universität Berlin, D-14195 Berlin, Germany; Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, D-14195 Berlin, Germany.
| | - Eva Froehlich
- Department of Education and Psychology, Freie Universität Berlin, D-14195 Berlin, Germany; Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, D-14195 Berlin, Germany.
| | - Carmen Morawetz
- Department of Education and Psychology, Freie Universität Berlin, D-14195 Berlin, Germany; Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, D-14195 Berlin, Germany.
| | - Mario Braun
- Centre for Cognitive Neuroscience, Universität Salzburg, AT-5020 Salzburg, Austria.
| | - Arthur M Jacobs
- Department of Education and Psychology, Freie Universität Berlin, D-14195 Berlin, Germany; Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, D-14195 Berlin, Germany.
| | - Hauke R Heekeren
- Department of Education and Psychology, Freie Universität Berlin, D-14195 Berlin, Germany; Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, D-14195 Berlin, Germany.
| | - Johannes C Ziegler
- Aix-Marseille Université and Centre National de la Recherche Scientifique, Laboratoire de Psychologie Cognitive, F-13331 Marseille, France.
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17
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Perrachione TK, Del Tufo SN, Winter R, Murtagh J, Cyr A, Chang P, Halverson K, Ghosh SS, Christodoulou JA, Gabrieli JDE. Dysfunction of Rapid Neural Adaptation in Dyslexia. Neuron 2017; 92:1383-1397. [PMID: 28009278 DOI: 10.1016/j.neuron.2016.11.020] [Citation(s) in RCA: 85] [Impact Index Per Article: 12.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2016] [Revised: 08/16/2016] [Accepted: 10/26/2016] [Indexed: 11/16/2022]
Abstract
Identification of specific neurophysiological dysfunctions resulting in selective reading difficulty (dyslexia) has remained elusive. In addition to impaired reading development, individuals with dyslexia frequently exhibit behavioral deficits in perceptual adaptation. Here, we assessed neurophysiological adaptation to stimulus repetition in adults and children with dyslexia for a wide variety of stimuli, spoken words, written words, visual objects, and faces. For every stimulus type, individuals with dyslexia exhibited significantly diminished neural adaptation compared to controls in stimulus-specific cortical areas. Better reading skills in adults and children with dyslexia were associated with greater repetition-induced neural adaptation. These results highlight a dysfunction of rapid neural adaptation as a core neurophysiological difference in dyslexia that may underlie impaired reading development. Reduced neurophysiological adaptation may relate to prior reports of reduced behavioral adaptation in dyslexia and may reveal a difference in brain functions that ultimately results in a specific reading impairment.
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Affiliation(s)
- Tyler K Perrachione
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
| | - Stephanie N Del Tufo
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Rebecca Winter
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Jack Murtagh
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Abigail Cyr
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Patricia Chang
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Kelly Halverson
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Satrajit S Ghosh
- Research Laboratory of Electronics, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
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18
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An oscillopathic approach to developmental dyslexia: From genes to speech processing. Behav Brain Res 2017; 329:84-95. [DOI: 10.1016/j.bbr.2017.03.048] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2017] [Revised: 03/14/2017] [Accepted: 03/18/2017] [Indexed: 12/27/2022]
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19
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Perrachione TK, Del Tufo SN, Winter R, Murtagh J, Cyr A, Chang P, Halverson K, Ghosh SS, Christodoulou JA, Gabrieli JDE. Dysfunction of Rapid Neural Adaptation in Dyslexia. Neuron 2016. [PMID: 28009278 DOI: 10.1016/j.neuron.2016.11.020"] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/30/2022]
Abstract
Identification of specific neurophysiological dysfunctions resulting in selective reading difficulty (dyslexia) has remained elusive. In addition to impaired reading development, individuals with dyslexia frequently exhibit behavioral deficits in perceptual adaptation. Here, we assessed neurophysiological adaptation to stimulus repetition in adults and children with dyslexia for a wide variety of stimuli, spoken words, written words, visual objects, and faces. For every stimulus type, individuals with dyslexia exhibited significantly diminished neural adaptation compared to controls in stimulus-specific cortical areas. Better reading skills in adults and children with dyslexia were associated with greater repetition-induced neural adaptation. These results highlight a dysfunction of rapid neural adaptation as a core neurophysiological difference in dyslexia that may underlie impaired reading development. Reduced neurophysiological adaptation may relate to prior reports of reduced behavioral adaptation in dyslexia and may reveal a difference in brain functions that ultimately results in a specific reading impairment.
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Affiliation(s)
- Tyler K Perrachione
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
| | - Stephanie N Del Tufo
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Rebecca Winter
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Jack Murtagh
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Abigail Cyr
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Patricia Chang
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Kelly Halverson
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Satrajit S Ghosh
- Research Laboratory of Electronics, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
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20
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Altered Intrinsic Regional Activity and Interregional Functional Connectivity in Post-stroke Aphasia. Sci Rep 2016; 6:24803. [PMID: 27091494 PMCID: PMC4835729 DOI: 10.1038/srep24803] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2015] [Accepted: 04/05/2016] [Indexed: 01/16/2023] Open
Abstract
Several neuroimaging studies have examined cerebral function in patients who suffer from aphasia, but the mechanism underlying this disorder remains poorly understood. In this study, we examined alterations in the local regional and remote interregional network cerebral functions in aphasia combined with amplitude of low-frequency fluctuations and interregional functional connectivity (FC) using resting-state functional magnetic resonance imaging. A total of 17 post-stroke aphasic patients, all having suffered a stroke in the left hemisphere, as well as 20 age- and sex-matched healthy controls, were enrolled in this study. The aphasic patients showed significantly increased intrinsic regional activity mainly in the contralesional mesial temporal (hippocampus/parahippocampus, [HIP/ParaHIP]) and lateral temporal cortices. In addition, intrinsic regional activity in the contralesional HIP/ParaHIP was negatively correlated with construction score. Aphasic patients showed increased remote interregional FC between the contralesional HIP/ParaHIP and fusiform gyrus, but reduced FC in the ipsilesional occipital and parietal cortices. These findings suggested that the intrinsic regional brain dysfunctions in aphasia were related to interregional functional connectivity. Changes in the intrinsic regional brain activity and associated remote functional connectivity pattern would provide valuable information to enhance the understanding of the pathophysiological mechanisms of aphasia.
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21
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Bisconti S, Shulkin M, Hu X, Basura GJ, Kileny PR, Kovelman I. Functional Near-Infrared Spectroscopy Brain Imaging Investigation of Phonological Awareness and Passage Comprehension Abilities in Adult Recipients of Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:239-53. [PMID: 26535956 DOI: 10.1044/2015_jslhr-l-14-0278] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2014] [Accepted: 09/14/2015] [Indexed: 05/25/2023]
Abstract
PURPOSE The aim of this study was to examine how the brains of individuals with cochlear implants (CIs) respond to spoken language tasks that underlie successful language acquisition and processing. METHOD During functional near-infrared spectroscopy imaging, CI recipients with hearing impairment (n = 10, mean age: 52.7 ± 17.3 years) and controls with normal hearing (n = 10, mean age: 50.6 ± 17.2 years) completed auditory tasks-phonological awareness and passage comprehension-commonly used to investigate neurodevelopmental disorders of language and literacy. RESULTS The 2 groups had similar reaction time and performance on experimental tasks, although participants with CIs had lower accuracy than controls. Overall, both CI recipients and controls exhibited similar patterns of brain activation during the tasks. CONCLUSIONS The results demonstrate that CI recipients show an overall neurotypical pattern of activation during auditory language tasks on which individuals with neurodevelopmental language learning impairments (e.g., dyslexia) tend to show atypical brain activation. These findings suggest that advancements in functional near-infrared spectroscopy neuroimaging with CI recipients may help shed new light on how varying types of difficulties in language processing affect brain organization for language.
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22
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Nielsen K, Abbott R, Griffin W, Lott J, Raskind W, Berninger VW. Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults. LEARNING DISABILITIES (PITTSBURGH, PA.) 2016; 21:38-56. [PMID: 26855554 PMCID: PMC4739804 DOI: 10.18666/ldmj-2016-v21-i1-6971] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.
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Affiliation(s)
- Kathleen Nielsen
- University of Washington Multidisciplinary Research Center (UWLDC)
| | - Robert Abbott
- Educational Psychology at the University of Washington
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More bilateral, more anterior: Alterations of brain organization in the large-scale structural network in Chinese dyslexia. Neuroimage 2016; 124:63-74. [DOI: 10.1016/j.neuroimage.2015.09.011] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2014] [Revised: 06/18/2015] [Accepted: 09/05/2015] [Indexed: 12/18/2022] Open
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Abstract
The purpose of this theoretical analysis and synthesis is to indicate how left-eye sighting dominance may lead to reading failure through dysfunctional right hemisphere letter encoding. Differing compensatory strategies are postulated to lead to outcomes that include the development of the phonologically impaired and phonologically proficient subtypes of dyslexia as well as specific spelling disability. Evidence is presented indicating that these disorders might be prevented by delaying the introduction of letter writing until the age of 8 years. Early childhood speech categorization in children genetically at-risk of developing dyslexia is also considered from this perspective. Convergent support for this premature writing hypothesis is provided by a comparison with the development of the left-hand inverted writing posture.
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