Functional disruption of the brain mechanism for reading: Effects of comorbidity and task difficulty among children with developmental learning problems.

Abstract

Objective The study investigated the relative degree and timing of cortical activation associated with phonological decoding in poor readers. Method Regional brain activity was assessed during performance of a pseudoword reading task and a less demanding, letter-sound naming task by three groups of students: children who experienced reading difficulties without attention problems (N = 50, RD) and nonreading impaired (NI) readers either with (N = 20) or without attention-deficit/hyperactivity disorder (ADHD; N = 50). Recordings were obtained with a whole-head neuromagnetometer, and activation profiles were computed through a minimum norm algorithm. Results Children with RD showed decreased amplitude of neurophysiological activity in the superior temporal gyrus, bilaterally, and in the left supramarginal and angular gyri during late stages of decoding, compared to typical readers. These effects were restricted to the more demanding pseudoword reading task. No differences were found in degree of activity between NI and ADHD students. Regression analyses provided further support for the crucial role of left hemisphere temporoparietal cortices and the fusiform gyrus for basic reading skills. Conclusions Results were in agreement with fMRI findings and replicate previous MEG findings with a larger sample, a higher density neuromagnetometer, an overt pseudoword reading task, and a distributed current source-modeling method.

Alterações Fonoaudiológicas no Transtorno de Déficit de Atenção e Hiperatividade: revisão sistemática de literatura

“…C C C C C Gooch D, Snowling M, Hulme C (26) . PC C C C C Simos PG, Rezaie R, Fletcher JM, Juranek J, Passaro AD, Li Z et al (27) .…”

“…Analysis of the second thematic axis, concerning studies that used both Speech-language Pathology and Neuropsychology assessments of ADHD, revealed 17 articles (14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) , which assessed not only the Speech-language Pathology disorders observed in ADHD, but also the aspects related to neuropsychological performance, through specific tests and scales of evaluation of the disorder. Among the studies included in this theme axis, eight addressed reading difficulties (15,17,18,20,25,(28)(29)(30) ; two dealt with difficulties of math and reading (14,21) ; three had the relation between cerebral structures and the alterations of language as their main focus (16,19,27) ; one addressed neuropsychological performance in the inattentive and combined subtypes (24) ; one evaluated performance in executive and central coherence tasks (22) ; one focused on the perception of time, phonological skills, and executive function in ADHD (26) ; and one investigated fine motor, sensory and perceptual functions (23) .…”

“…Among the studies included in this theme axis, eight addressed reading difficulties (15,17,18,20,25,(28)(29)(30) ; two dealt with difficulties of math and reading (14,21) ; three had the relation between cerebral structures and the alterations of language as their main focus (16,19,27) ; one addressed neuropsychological performance in the inattentive and combined subtypes (24) ; one evaluated performance in executive and central coherence tasks (22) ; one focused on the perception of time, phonological skills, and executive function in ADHD (26) ; and one investigated fine motor, sensory and perceptual functions (23) . Regarding reading difficulties in ADHD, the importance of word recognition and decoding and reading speed for text comprehension was discussed in a study conducted in the United States (15) .…”

Motor Profile of Students With Dyslexia

“…Students with dyslexia have also been shown to have some difficulties with executive functions such as planning, organizing and executing motor action, which contributes to reaching low performance in global motor activities (Simos et al, 2011).…”

“…This has been suggested that this may be related to shared genetics and also that in both cases problems are identified in cortical areas responsible for motor processing (motor planning and sequencing and preparation of movement) and cognitive aspects, such as attention (Cruddace & Riddell, 2006;Gabbard & Caçola, 2010;Zwicker, Missiuna, Harris, & Boyd, 2011;Martin, Piek, Baynam, Levy, & Hay, 2010;Capellini, Germano, & Padula, 2010;Simos et al, 2011;Hedenius et al, 2013).…”