Reading-Network in Developmental Dyslexia before and after Visual Training

EEG correlates of developmental dyslexia: a systematic review

Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an online search of the PubMed and Scopus databases to identify published articles on EEG correlates in children with dyslexia aged 6 to 12 years without comorbidities. We follow the PRISMA guidelines and assess the quality using the Appraisal Tool questionnaire. Our final analysis included 49 studies (14% high quality, 63% medium, 20% low, and 2% very low). Studies differed greatly in methodology, making a summary of their results challenging. However, some points came to light. Even at rest, children with dyslexia and children in the control group exhibited differences in several EEG measures, particularly in theta and alpha frequencies; these frequencies appear to be associated with learning performance. During reading-related tasks, the differences between dyslexic and control children seem more localized in the left temporoparietal sites. The EEG activity of children with dyslexia and children in the control group differed in many aspects, both at rest and during reading-related tasks. Our data are compatible with neuroimaging studies in the same diagnostic group and expand the literature by offering new insights into functional significance.

Altered brain network topology during speech tracking in developmental dyslexia

Developmental dyslexia is often accompanied by altered phonological processing of speech. Underlying neural changes have typically been characterized in terms of stimulus- and/or task-related responses within individual brain regions or their functional connectivity. Less is known about potential changes in the more global functional organization of brain networks. Here we recorded electroencephalography (EEG) in typical and dyslexic readers while they listened to (a) a random sequence of syllables and (b) a series of tri-syllabic real words. The network topology of the phase synchronization of evoked cortical oscillations was investigated in four frequency bands (delta, theta, alpha and beta) using minimum spanning tree graphs. We found that, compared to syllable tracking, word tracking triggered a shift toward a more integrated network topology in the theta band in both groups. Importantly, this change was significantly stronger in the dyslexic readers, who also showed increased reliance on a right frontal cluster of electrodes for word tracking. The current findings point towards an altered effect of word-level processing on the functional brain network organization that may be associated with less efficient phonological and reading skills in dyslexia.

Improving Functional Connectivity in Developmental Dyslexia through Combined Neurofeedback and Visual Training

This study examined the effects of combined neurofeedback (NF) and visual training (VT) on children with developmental dyslexia (DD). Although NF is the first noninvasive approach to support neurological disorders, the mechanisms of its effects on the brain functional connectivity are still unclear. A key question is whether the functional connectivities of the EEG frequency networks change after the combined NF–VT training of DD children (postD). NF sessions of voluntary α/θ rhythm control were applied in a low-spatial-frequency (LSF) illusion contrast discrimination, which provides feedback with visual cues to improve the brain signals and cognitive abilities in DD children. The measures of connectivity, which are defined by small-world propensity, were sensitive to the properties of the brain electrical oscillations in the quantitative EEG-NF training. In the high-contrast LSF illusion, the z-NF reduced the α/θ scores in the frontal areas, and in the right ventral temporal, occipital–temporal, and middle occipital areas in the postD (vs. the preD) because of their suppression in the local hub θ-network and the altered global characteristics of the functional θ-frequency network. In the low-contrast condition, the z-NF stimulated increases in the α/θ scores, which induced hubs in the left-side α-frequency network of the postD, and changes in the global characteristics of the functional α-frequency network. Because of the anterior, superior, and middle temporal deficits affecting the ventral and occipital–temporal pathways, the z-NF–VT compensated for the more ventral brain regions, mainly in the left hemispheres of the postD group in the low-contrast LSF illusion. Compared to pretraining, the NF–VT increased the segregation of the α, β (low-contrast), and θ networks (high-contrast), as well as the γ2-network integration (both contrasts) after the termination of the training of the children with developmental dyslexia. The remediation compensated more for the dorsal (prefrontal, premotor, occipital–parietal connectivities) dysfunction of the θ network in the developmental dyslexia in the high-contrast LSF illusion. Our findings provide neurobehavioral evidence for the exquisite brain functional plasticity and direct effect of NF–VT on cognitive disabilities in DD children.

Functional Connectivity in Developmental Dyslexia during Speed Discrimination

A universal signature of developmental dyslexia is literacy acquisition impairments. Besides, dyslexia may be related to deficits in selective spatial attention, in the sensitivity to global visual motion, speed processing, oculomotor coordination, and integration of auditory and visual information. Whether motion-sensitive brain areas of children with dyslexia can recognize different speeds of expanded optic flow and segregate the slow-speed from high-speed contrast of motion was a main question of the study. A combined event-related EEG experiment with optic flow visual stimulation and functional frequency-based graph approach (small-world propensity ϕ) were applied to research the responsiveness of areas, which are sensitive to motion, and also distinguish slow/fast -motion conditions on three groups of children: controls, untrained (pre-D) and trained dyslexics (post-D) with visual intervention programs. Lower ϕ at θ, α, γ1-frequencies (low-speed contrast) for controls than other groups represent that the networks rewire, expressed at β frequencies (both speed contrasts) in the post-D, whose network was most segregated. Functional connectivity nodes have not existed in pre-D at dorsal medial temporal area MT+/V5 (middle, superior temporal gyri), left-hemispheric middle occipital gyrus/visual V2, ventral occipitotemporal (fusiform gyrus/visual V4), ventral intraparietal (supramarginal, angular gyri), derived from θ-frequency network for both conditions. After visual training, compensatory mechanisms appeared to implicate/regain these brain areas in the left hemisphere through plasticity across extended brain networks. Specifically, for high-speed contrast, the nodes were observed in pre-D (θ-frequency) and post-D (β2-frequency) relative to controls in hyperactivity of the right dorsolateral prefrontal cortex, which might account for the attentional network and oculomotor control impairments in developmental dyslexia.