Comparative research on neural dysfunction in children with dyslexia under different writing systems: A meta-analysis study

Li, YiZhen; Bi, Hong‐Yan

doi:10.1016/j.neubiorev.2022.104650

Cited by 12 publications

(2 citation statements)

References 92 publications

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“…For example, a lifespan fMRI study found that the striatum was activated in adults when reading but not in children ( Siok et al, 2020 ). Several meta-analyses of reading task-based fMRI studies failed to identify striatum activation in children ( Houde et al, 2010 ; Li and Bi, 2022 ) and found striatum activation specific to adults ( Richlan et al, 2011 ). However, a study found that fronto-striatal functional connectivity significantly predicted reading performance in children aged 6-9 years ( Alcauter et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Learning to read Chinese promotes two cortico-subcortical pathways: The development of thalamo-occipital and fronto-striatal circuits

Wang

Luo

et al. 2022

Front. Neurosci.

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Learning to read may result in network reorganization in the developing brain. The thalamus and striatum are two important subcortical structures involved in learning to read. It remains unclear whether the thalamus and striatum may form two independent cortico-subcortical reading pathways during reading acquisition. In this prospective longitudinal study, we aimed to identify whether there may be two independent cortico-subcortical reading pathways involving the thalamus and striatum and to examine the longitudinal predictions between these two cortico-subcortical pathways and reading development in school-age children using cross-lagged panel modeling. A total of 334 children aged 6–12 years completed two reading assessments and resting functional imaging scans at approximately 12-month intervals. The results showed that there were two independent cortico-subcortical pathways, the thalamo-occipital and fronto-striatal circuits. The former may be part of a visual pathway and was predicted longitudinally by reading ability, and the prediction was stronger in children in lower grades and weaker in children in higher grades. The latter may be part of a cognitive pathway related to attention, memory, and reasoning, which was bidirectionally predicted with reading ability, and the predictive effect gradually increasing with reading development. These results extend previous findings on the relationship between functional connectivity and reading competence in children, highlighting the dynamic relationships between the thalamo-occipital and fronto-striatal circuits and reading acquisition.

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Section: Introductionmentioning

confidence: 99%

Learning to read Chinese promotes two cortico-subcortical pathways: The development of thalamo-occipital and fronto-striatal circuits

Wang

Luo

et al. 2022

Front. Neurosci.

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“…Developmental dyslexia (hereafter "dyslexia") is a specific learning disorder affecting 5-17% of the population worldwide, primarily manifested in substantial and persistent difficulties in reading and spelling, despite adequate education and adequate intellectual abilities (Lyon, Shaywitz, & Shaywitz, 2003;. In spite of certain variabilities across different writing systems (Li & Bi, 2022;Paulesu et al, 2001), dyslexia is universally characterized by deficient phonological processing (Ramus, 2003;Snowling, 1980), lack of visual specialization for print analysis (McCandliss, Cohen, & Dehaene, 2003;Richlan, Kronbichler, & Wimmer, 2009), and sluggish establishment/retrieval of speechprint associations (Blomert, 2011;Wolf & Bowers, 1999). These difficulties can be accounted for by multiple origins at the genetic, neural, and cognitive levels (Benitez-Burraco, 2010;Hancock, Pugh, & Hoeft, 2017;Shaywitz et al, 2001), such as neural encoding difficulties with incoming information spanning across different timescales during both spoken and written language processing (Archer, Pammer, & Vidyasagar, 2020;Lallier, Molinaro, Lizarazu, Bourguignon, & Carreiras, 2017).…”

Section: A Temporal Sampling Framework For Developmental Dyslexiamentioning

confidence: 99%

Cortical tracking of spoken and written language structures in (dys)fluent readers

Zhang

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Electrophysiological approaches to investigate cortical language tracking Frequency-taggingCortical tracking of hierarchical structures in continuous speech can be assessed with MEG, EEG and ECoG responses using e.g., isochronous syllable sequences and a frequency-tagging approach. This approach exploits the steady-state evoked Chapter 3Neurophysiological tracking of speech-structure learning in typical and dyslexic readersBased on

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Data-driven exploratory method investigation on the effect of dyslexia education at brain connectivity in Turkish children: a preliminary study

Gengeç Benli,

İçer,

Demirci

et al. 2024

Brain Struct Funct

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Dyslexia is a specific learning disability that is neurobiological in origin and is characterized by reading and/or spelling problems affecting the development of language-related skills. The aim of this study is to reveal functional markers based on dyslexia by examining the functions of brain regions in resting state and reading tasks and to analyze the effects of special education given during the treatment process of dyslexia. A total of 43 children, aged between 7 and 12, whose native language was Turkish, participated in the study in three groups including those diagnosed with dyslexia for the first time, those receiving special education for dyslexia, and healthy children. Independent component analysis method was employed to analyze functional connectivity variations among three groups both at rest and during the continuous reading task. A whole-brain scanning during task fulfillment and resting states revealed that there were significant differences in the regions including lateral visual, default mode, left frontoparietal, ventral attention, orbitofrontal and lateral motor network. Our results revealed the necessity of adding motor coordination exercises to the training of dyslexic participants and showed that training led to functional connectivity in some brain regions similar to the healthy group. Additionally, our findings confirmed that impulsivity is associated with motor coordination and visuality, and that the dyslexic group has weaknesses in brain connectivity related to these conditions. According to our preliminary results, the differences obtained between children with dyslexia, group of dyslexia with special education and healthy children has revealed the effect of education on brain functions as well as enabling a comprehensive examination of dyslexia.

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Comparative research on neural dysfunction in children with dyslexia under different writing systems: A meta-analysis study

Cited by 12 publications

References 92 publications

Learning to read Chinese promotes two cortico-subcortical pathways: The development of thalamo-occipital and fronto-striatal circuits

Learning to read Chinese promotes two cortico-subcortical pathways: The development of thalamo-occipital and fronto-striatal circuits

Cortical tracking of spoken and written language structures in (dys)fluent readers

Data-driven exploratory method investigation on the effect of dyslexia education at brain connectivity in Turkish children: a preliminary study

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