Children with dyslexia utilize both top-down and bottom-up networks equally in contextual and isolated word reading

Meri, Raya; Farah, Rola; Horowitz‐Kraus, Tzipi

doi:10.1016/j.neuropsychologia.2020.107574

Cited by 11 publications

(7 citation statements)

References 57 publications

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“…In line with this view, a prior study has demonstrated that the DMN is involved in visualmotor learning (Eryurek et al, 2022). On the other hand, the VAN is an attentional control network that serves the processing of unexpected stimuli, reflecting the bottom-up control processing, consistent with previous findings of the dysfunction of ventral and dorsal attentional networks in dyslexics (Meri et al, 2020). Previous studies have also found that the VAN was positively correlated with DMN during childhood (Barber et al, 2013).…”

Section: Discussionsupporting

confidence: 82%

Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia

Liu

et al. 2022

Front. Neurosci.

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Developmental dyslexia (DD) is a neurological-based learning disorder that affects 5-17.5% of children. Handwriting difficulty is a prevailing symptom of dyslexia, but its neural mechanisms remain elusive. Using functional magnetic resonance imaging (fMRI), this study examined functional brain networks associated with handwriting in a copying task in Chinese children with DD (n = 17) and age-matched children (n = 36). We found that dyslexics showed reduced network connectivity between the sensory-motor network (SMN) and the visual network (VN), and between the default mode network (DMN) and the ventral attention network (VAN) during handwriting, but not during drawing geometric figures. Moreover, the connectivity strength of the networks showing group differences was correlated with handwriting speed, reading and working memory, suggesting that the handwriting deficit in DD is linked with disruption of a large-scale brain network supporting motoric, linguistic and executive control processes. Taken together, this study demonstrates the alternations of functional brain networks that underly the handwriting deficit in Chinese dyslexia, providing a new clue for the neural basis of DD.

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Section: Discussionsupporting

confidence: 82%

Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia

Liu

et al. 2022

Front. Neurosci.

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“…Moreover, reading ability may rely on the balanced integration of top-down and bottom-up processing. In comparison to typical readers, individuals with DD showed reduced functional connectivity between the neural substrates of top-down and bottom-up processing [ 97 ] and reduced activation of frontal and parietal cortical areas associated with the attentional control network during reading tasks [ 98 ]. Likewise, individuals with comorbid reading disability and ADHD have shown specific deficits in frontal regions within the frontal-striatal pathway [ 48 ], which has been functionally related to impairments in executive functioning [ 47 , 49 ], an ability central to the attentional control network.…”

Section: Discussionmentioning

confidence: 99%

Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder

Slaby,

Arrington,

Malins

et al. 2023

J Neurodevelop Disord

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Background Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders. Individuals with DD or ADHD have both been shown to have deficits in white matter tracts associated with reading and attentional control networks. However, white matter diffusivity in individuals comorbid with both DD and ADHD (DD + ADHD) has not been specifically explored. Methods Participants were 3rd and 4th graders (age range = 7 to 11 years; SD = 0.69) from three diagnostic groups ((DD (n = 40), DD + ADHD (n = 22), and typical developing (TD) (n = 20)). Behavioral measures of reading and attention alongside measures of white matter diffusivity were collected for all participants. Results DD + ADHD and TD groups differed in mean fractional anisotropy (FA) for the left and right Superior Longitudinal Fasciculus (SLF)-Parietal Terminations and SLF-Temporal Terminations. Mean FA for the DD group across these SLF tracts fell between the lower DD + ADHD and higher TD averages. No differences in mean diffusivity nor significant brain-behavior relations were found. Conclusions Findings suggest that WM diffusivity in the SLF increases along a continuum across DD + ADHD, DD, and TD.

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“…It might be that for these readers, word reading level is relatively automatic and therefore does not demand the recruitment of EFs. However, the utilization of EF and reading-related neural circuits might be needed for contextual reading and reading comprehension ( Meri et al, 2020 ). This was also observed in Meri et al (2020) in an fMRI-based study focusing on reading comprehension and EF networks in TRs and children with RDs.…”

Section: Discussionmentioning

confidence: 99%

Structural white matter characteristics for working memory and switching/inhibition in children with reading difficulties: The role of the left superior longitudinal fasciculus

Farah

Glukhovsky

Rosch

et al. 2022

Network Neuroscience

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Reading difficulties (RD) are characterized by slow and inaccurate reading as well as additional challenges in cognitive control (i.e., executive functions (EF), especially in working memory, inhibition and visual attention). Despite evidence demonstrating differences in these readers’ language and visual processing abilities, white matter differences associated with EF difficulties in children with RD are scarce. Structural correlates for reading and EF in 8–12 year-old children with RD vs. typical readers (TR) were examined using Diffusion Tensor Imaging (DTI) data. Results suggest that children with RD showed significantly lower reading and EF abilities vs. TRs. Lower Fractional Anisotropy (FA) in left temporo-parietal tracts was found in children with RD, who also showed positive correlations between reading and working memory and switching/inhibition scores and FA in the left superior longitudinal fasciculus (SLF). FA in the left SLF predicted working memory performance mediated by reading ability in children with RD but not TRs. Our findings support alterations in white matter tracts related to working memory, switching/inhibition and overall EF challenges in children with RD and the linkage between working memory difficulties and FA alterations in the left SLF in children with RD via reading.

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Children with dyslexia utilize both top-down and bottom-up networks equally in contextual and isolated word reading

Cited by 11 publications

References 57 publications

Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia

Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia

Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder

Structural white matter characteristics for working memory and switching/inhibition in children with reading difficulties: The role of the left superior longitudinal fasciculus

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