Functional Correlates of Children's Responsiveness to Intervention

Davis, Nicole; Barquero, Laura A.; Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas; Gore, John C.; Anderson, Adam W.

doi:10.1080/87565641.2010.549875

Cited by 25 publications

(24 citation statements)

References 34 publications

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“…The findings from this study replicated those of previous studies reporting differences between children who respond adequately (AR) and inadequately (IR) to a reading intervention and typically developing (TD) children using MEG (Simos et al, 2002, 2005, 2007) and fMRI (Alyward et al, 2003; Davis, et al, 2011; Meyler et al, 2008; Odegard, et al, 2008; Shaywitz et al, 2004; Temple et al, 2003). In this study, we found group differences in the amplitude of the first positive peak (P1), where TD children generated larger amplitudes compared to AR over the right hemisphere, while AR showed larger amplitudes than IR over the left hemisphere.…”

Section: Discussionsupporting

confidence: 85%

“…Additional differences were found in the right inferior frontal gyrus, where AR showed more activation than both IR and TD children. Davis et al (2011) also identified differences between AR and IR and TD children ( N = 16, 7.5 years) using fMRI and a letter-sound matching task. Differences among all three groups were found in the left superior temporal gyrus, while differences between the TD children and AR were found in the left angular gyrus.…”

Section: Neural Correlates Of Adequate and Inadequate Responsementioning

confidence: 91%

See 1 more Smart Citation

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Molfese¹,

Fletcher²,

Denton³

2013

Developmental Neuropsychology

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Three visual event-related potential components to the second of two sequentially presented words that rhymed or not discriminated children who improved (AR) from those who failed following (IR) reading intervention. Right hemisphere P100 amplitudes discriminated Typically Developing (TD) children from AR children but IR from AR children over left hemisphere sites. N200 amplitudes across hemispheres discriminated TD from IR children and AR from IR children. P300 hemisphere differences differentiated TD from AR and IR children. P300 amplitudes discriminated rhyming from non-rhyming words across children. Results extend prior work asserting that normalization and compensatory mechanisms are active during successful interventions.

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Section: Discussionsupporting

confidence: 85%

Section: Neural Correlates Of Adequate and Inadequate Responsementioning

confidence: 91%

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Molfese¹,

Fletcher²,

Denton³

2013

Developmental Neuropsychology

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“…Consequently, participants varied substantially in literacy profiles, with some continuing to exhibit deficient reading and spelling, whereas others had apparently remediated reading difficulties and, in some cases, spelling deficiencies as well. To investigate the cortical signatures of this well-documented heterogeneity in dyslexia outcomes [27]–[28], we subdivided participants with a previous diagnosis of dyslexia into three groups: (a) children with current literacy deficits (no remediation), (b) children who remediated their reading deficits (partial remediation), and (c) children who remediated both reading and spelling deficits (full remediation).…”

Section: Introductionmentioning

confidence: 99%

Cortical Signatures of Dyslexia and Remediation: An Intrinsic Functional Connectivity Approach

et al. 2013

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This observational, cross-sectional study investigates cortical signatures of developmental dyslexia, particularly from the perspective of behavioral remediation. We employed resting-state fMRI, and compared intrinsic functional connectivity (iFC) patterns of known reading regions (seeds) among three dyslexia groups characterized by (a) no remediation (current reading and spelling deficits), (b) partial remediation (only reading deficit remediated), and (c) full remediation (both reading and spelling deficits remediated), and a group of age- and IQ-matched typically developing children (TDC) (total N = 44, age range = 7–15 years). We observed significant group differences in iFC of two seeds located in the left posterior reading network – left intraparietal sulcus (L.IPS) and left fusiform gyrus (L.FFG). Specifically, iFC between L.IPS and left middle frontal gyrus was significantly weaker in all dyslexia groups, irrespective of remediation status/literacy competence, suggesting that persistent dysfunction in the fronto-parietal attention network characterizes dyslexia. Additionally, relative to both TDC and the no remediation group, the remediation groups exhibited stronger iFC between L.FFG and right middle occipital gyrus (R.MOG). The full remediation group also exhibited stronger negative iFC between the same L.FFG seed and right medial prefrontal cortex (R.MPFC), a core region of the default network These results suggest that behavioral remediation may be associated with compensatory changes anchored in L.FFG, which reflect atypically stronger coupling between posterior visual regions (L.FFG-R.MOG) and greater functional segregation between task-positive and task-negative regions (L.FFG-R.MPFC). These findings were bolstered by significant relationships between the strength of the identified functional connections and literacy scores. We conclude that examining iFC can reveal cortical signatures of dyslexia with particular promise for monitoring neural changes associated with behavioral remediation.

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“…Odegard and colleagues (2008) conducted a post intervention comparison of a small number of adequate and inadequate responders and found increased fMRI activation in the left inferior parietal region for responders to the reading intervention. Davis et al (2011) used fMRI to compare five adequate and five inadequate responders to a reading intervention. Responders showed increased activation of the left hemisphere posterior superior temporal and middle temporal gyri.…”

mentioning

confidence: 99%

Engagement of Temporal Lobe Regions Predicts Response to Educational Interventions in Adolescent Struggling Readers

Rezaie¹,

Simos²,

Fletcher³

et al. 2011

Developmental Neuropsychology

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Brain activation profiles obtained using magnetoencephalography were compared between middle-school students experiencing reading difficulties and non-reading-impaired students during performance of a continuous printed word recognition task. Struggling readers underwent small–group remedial instruction, and students who showed significant gains in word reading efficiency at a one-year follow-up assessment were classified as Adequate Responders whereas those not demonstrating such gains as Inadequate Responders. At baseline, compared to Inadequate Responders, the activation profiles of Adequate Responders featured increased activity in the left middle, superior temporal, and ventral occipitotemporal regions, as well as in the right mesial temporal cortex. The degree of activity in these regions was a significant predictor of improvement in word reading efficiency beyond the prediction afforded by baseline reading accuracy or fluency measures. The engagement of brain areas that typically serve as key components of the brain circuit for reading may be an important factor in predicting response to intervention in older students who experience reading difficulties.

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Functional Correlates of Children's Responsiveness to Intervention

Cited by 25 publications

References 34 publications

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Cortical Signatures of Dyslexia and Remediation: An Intrinsic Functional Connectivity Approach

Engagement of Temporal Lobe Regions Predicts Response to Educational Interventions in Adolescent Struggling Readers

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