Effective brain connectivity in children with reading difficulties during phonological processing

Cao, Fan; Bitan, Tali; Booth, James R.

doi:10.1016/j.bandl.2007.12.009

Cited by 149 publications

(140 citation statements)

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“…The rhyme (identification and production) was selected from among the phonological skills to compose the "Phonological awareness" subtest, as studies show that this ability develops early in children with typical development (Cao, Bitan, & Booth, 2008;Pessoa & Paes, 2005), which does not occur in children with dyslexia (Lima et al, 2008;Salgado & Capellini, 2008).…”

Section: Discussionmentioning

confidence: 99%

Teste para Identificação de Sinais de Dislexia: processo de construção

Alves

Lima

Azoni

et al. 2015

Estud. psicol. (Campinas)

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Estudos de Psicologia I Campinas I 32(3) I 383-393 I julho -setembro 2015 AbstractThis article aims to present the process of construction of a screening test to assess signs of dyslexia. Two phases were performed: (a) identifying scientific productions and national and international instruments on the assessment of dyslexia and selection of the most frequently evaluated cognitive-linguistic skills; (b) construction of a draft and analysis by specialist judges. From these phases the "Identifying Signs of Dyslexia Test" instrument was prepared, designed for children aged 8-11 years, and composed of the assessment of eight skills: reading, writing, visual attention, calculation, motor skills, phonological awareness, rapid naming, and immediate memory. Future studies are needed to verify the validity and reliability evidence of the instrument.Keywords: Dyslexia; Neuropsychology; Psychological assessment. Resumo

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Section: Discussionmentioning

confidence: 99%

Teste para Identificação de Sinais de Dislexia: processo de construção

Alves

Lima

Azoni

et al. 2015

Estud. psicol. (Campinas)

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“…Interestingly, in a previous effective connectivity (fMRI) study, it was shown that this same region was acting as a mediator of information trafficking to those two pathways, and thereby optimizing reading performance (Levy et al, 2009). Other connectivity studies also highlight the role of these pathways during reading (Cao et al, 2008;Richardson et al, 2011). In the major endeavor of comprehending the complex neural dynamics sustaining reading, these findings propose that future studies should take particular note of the forward and backward connections emanating from the LOT towards the ventral and dorsal pathways.…”

Section: Scalp Topographies and Brain Views (Sagittal And Axial Planementioning

confidence: 99%

Alpha-band suppression in the visual word form area as a functional bottleneck to consciousness

et al. 2013

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The current state of empirical investigations refers to consciousness as an all-or-none phenomenon. However, a recent theoretical account opens up this perspective by proposing a partial level (between nil and full) of conscious perception. In the well-studied case of single-word reading, short-lived exposure can trigger incomplete word-form recognition wherein letters fall short of forming a whole word in one's conscious perception thereby hindering word-meaning access and report. Hence, the processing from incomplete to complete word-form recognition straightforwardly mirrors a transition from partial to fullblown consciousness. We therefore hypothesized that this putative functional bottleneck to consciousness (i.e. the perceptual boundary between partial and full conscious perception) would emerge at a major key hub region for word-form recognition during reading, namely the left occipito-temporal junction. We applied a real-time staircase procedure and titrated subjective reports at the threshold between partial (letters) and full (whole word) conscious perception. This experimental approach allowed us to collect trials with identical physical stimulation, yet reflecting distinct perceptual experience levels. Oscillatory brain activity was monitored with magnetoencephalography and revealed that the transition from partial-to-full word-form perception was accompanied by alpha-band (7-11 Hz) power suppression in the posterior left occipito-temporal cortex. This modulation of rhythmic activity extended anteriorly towards the visual word form area (VWFA), a region whose selectivity for word-forms in perception is highly debated. The current findings provide electrophysiological evidence for a functional bottleneck to consciousness thereby empirically instantiating a recently proposed partial perspective on consciousness. Moreover, the findings provide an entirely new outlook on the functioning of the VWFA as a late bottleneck to full-blown conscious word-form perception.

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“…Multiple imaging studies have reported hypoactivation in children and adults with dyslexia during reading-related tasks, especially those that demand phonological analysis of print, in left parietotemporal and occipitotemporal regions (9)(10)(11)(12)(13)(14)(15)(16)(17). Many studies have also reported hyperactivation in dyslexia, most often left and right inferior frontal gyri (IFG) (10,12,(18)(19)(20)(21)(22)(23)(24).…”

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confidence: 99%

Neural systems predicting long-term outcome in dyslexia

Hoeft

McCandliss

Black

et al. 2010

Proc. Natl. Acad. Sci. U.S.A.

422

391

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Individuals with developmental dyslexia vary in their ability to improve reading skills, but the brain basis for improvement remains largely unknown. We performed a prospective, longitudinal study over 2.5 y in children with dyslexia (n = 25) or without dyslexia (n = 20) to discover whether initial behavioral or brain measures, including functional MRI (fMRI) and diffusion tensor imaging (DTI), can predict future long-term reading gains in dyslexia. No behavioral measure, including widely used and standardized reading and language tests, reliably predicted future reading gains in dyslexia. Greater right prefrontal activation during a reading task that demanded phonological awareness and right superior longitudinal fasciculus (including arcuate fasciculus) white-matter organization significantly predicted future reading gains in dyslexia. Multivariate pattern analysis (MVPA) of these two brain measures, using linear support vector machine (SVM) and cross-validation, predicted significantly above chance (72% accuracy) which particular child would or would not improve reading skills (behavioral measures were at chance). MVPA of whole-brain activation pattern during phonological processing predicted which children with dyslexia would improve reading skills 2.5 y later with >90% accuracy. These findings identify right prefrontal brain mechanisms that may be critical for reading improvement in dyslexia and that may differ from typical reading development. Brain measures that predict future behavioral outcomes (neuroprognosis) may be more accurate, in some cases, than available behavioral measures.inferior frontal gyrus | prediction | compensation | fractional anisotropy | rhyming D evelopmental dyslexia, which occurs in 5-17% of children, is a persistent difficulty in learning to read that is not explained by sensory deficits, cognitive deficits, lack of motivation, or lack of adequate reading instruction (1). Approximately one-fifth of individuals with developmental dyslexia manage to compensate for their underlying learning difficulties and develop adequate reading skills by the time they reach adulthood (2), but the mechanisms by which this compensation occurs remain largely unknown. Improved reading observed in developmental dyslexia is rarely complete, but instead refers to a level of reading superior to clinical cutoff scores that closes the gap between poor reader and typical readers, and that allows children to read adequately for purposes of learning. Many factors likely influence whether dyslexic children make substantial progress in reading, including access to educational resources and interventions, and neuropsychological and behavioral characteristics (reviewed in refs. 3 and 4), such as whether children have multiple deficits (e.g., in both rapid naming and phonological processing; ref. 5). A number of studies have examined neuropsychological, behavioral, and demographic predictors of developing dyslexia (e.g., refs. 6-8) and short-term response to intervention (RTI) (3, 4), but there is little evidence...

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Effective brain connectivity in children with reading difficulties during phonological processing

Cited by 149 publications

References 45 publications

Teste para Identificação de Sinais de Dislexia: processo de construção

Teste para Identificação de Sinais de Dislexia: processo de construção

Alpha-band suppression in the visual word form area as a functional bottleneck to consciousness

Neural systems predicting long-term outcome in dyslexia

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