Grey matter reduction in the occipitotemporal cortex in Spanish children with dyslexia: A voxel-based morphometry study

Adrián-Ventura, Jesús; Ferrer, Manuel Soriano; Fuentes-Claramonte, Paola; Morte-Soriano, Manuel Ramón; Parcet, Maria Antònia; Ávila, César

doi:10.1016/j.jneuroling.2019.100873

Cited by 10 publications

(8 citation statements)

References 61 publications

(110 reference statements)

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“…Dyslexia is a neurodevelopmental disorder of neurological origin and characterized by impaired reading acquisition despite the presence of adequate intelligence, education, and socioeconomic background to learn to read (American Psychiatric Association [APA], 2014;Adrián-Ventura et al, 2020). Dyslexia impacts approximately 6% of elementary and secondary students in Spain (Jiménez et al, 2009;González et al, 2010) and an estimated 5-15% of the global population (American Psychiatric Association [APA], 2014).…”

Section: Introductionmentioning

confidence: 99%

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

et al. 2021

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BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spain among children with dyslexia and their families.MethodA sample of 32 children with dyslexia and their mothers participated in this study.MeasuresChildren and adolescents with dyslexia and their mother completed several measures before the required national quarantine in Spain and again during the quarantine. Children completed measures of depression, state anxiety, reading activity, and reading motivation. Mothers provided demographic information and completed measures related to students’ emotional and behavioral difficulties as well as parenting stress, parental distress, and a questionnaire about educational problems during quarantine.ResultsMajor findings showed that during quarantine, children with dyslexia had increased levels of depression and anxiety symptoms, and parents perceived their children as having more emotional symptoms, hyperactivity-inattention, and conduct problems. During quarantine, children and adolescents with dyslexia also showed less reading activity and less reading motivation. Parents also reported significantly more stress, during quarantine compared to pre-quarantine conditions. Some demographic and psychological variables predicted children’s state anxiety as well parental stress. The questionnaire related to impacts of quarantine also revealed several important findings. For example, nearly all parents of children with dyslexia reported (a) difficulties in establishing study routines, (b) that the quarantine negatively affected their child’s learning, and (c) that they did not receive sufficient help from teachers on how to support their child’s learning. Additionally, the vast majority of the parents were very worried about the child’s learning and school success, the child’s motivation and interest in reading, the child’s peer relations, and the professional skills of the child’s teacher.ConclusionThis study offers a preliminary investigation into this topic and elucidates several psychoeducational challenges that children with dyslexia and their families have experienced during the quarantine in Spain. Study findings highlight the need to provide immediate support for children with dyslexia and emphasizes the importance of developing prevention programs to mitigate any future negative impacts of COVID-19 on children with dyslexia and their parents.

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“…However, there are also studies that found abnormal brain structures outside the classic reading network, for example, in putamen, cerebellum, thalamus and caudate etc. (Adrian-Ventura et al, 2020;Brambati et al, 2004;Brown et al, 2001;Jagger-Rickels et al, 2018;Jednorog et al, 2015;Wang et al, 2019), suggesting these regions are also affected in this condition.…”

Section: Introductionmentioning

confidence: 90%

Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia

Yan

Jiang

Li³

et al. 2021

eLife

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Brain abnormalities in the reading network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood where the structural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting a neural signature of DD. We found greater reduction in grey matter volume and brain activation in the left inferior frontal gyrus in morpho-syllabic languages (e.g. Chinese) than in alphabetic languages, and greater reduction in brain activation in the left middle temporal gyrus and fusiform gyrus in alphabetic languages than in morpho-syllabic languages. These language differences are explained as consequences of being DD while learning a specific language. In addition, we also found brain regions that showed increased grey matter volume and brain activation, presumably suggesting compensations and brain regions that showed inconsistent alterations in brain structure and function. Our study provides important insights about the etiology of DD from a cross-linguistic perspective with considerations of consistency/inconsistency between structural and functional alterations.

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“…Functional differences in high-level regions of the ventral visual stream are consistently found between people with and without dyslexia, but the evidence for structural differences in these same regions is more mixed. Both reduced [ 101 , 102 ] and increased [ 103 ] cortical thickness in or around high-level ventral visual regions that selectively respond to written words have been reported; the discrepancies between the studies are not clear. Gray matter differences within bilateral fusiform gyri have also been used to classify people as dyslexic or typical readers using machine learning techniques; these authors report increased gray matter volume in these regions in readers with dyslexia [ 104 ].…”

Section: Neural Evidencementioning

confidence: 99%

Words as Visual Objects: Neural and Behavioral Evidence for High-Level Visual Impairments in Dyslexia

2021

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Developmental dyslexia is defined by reading impairments that are disproportionate to intelligence, motivation, and the educational opportunities considered necessary for reading. Its cause has traditionally been considered to be a phonological deficit, where people have difficulties with differentiating the sounds of spoken language. However, reading is a multidimensional skill and relies on various cognitive abilities. These may include high-level vision—the processes that support visual recognition despite innumerable image variations, such as in viewpoint, position, or size. According to our high-level visual dysfunction hypothesis, reading problems of some people with dyslexia can be a salient manifestation of a more general deficit of high-level vision. This paper provides a perspective on how such non-phonological impairments could, in some cases, cause dyslexia. To argue in favor of this hypothesis, we will discuss work on functional neuroimaging, structural imaging, electrophysiology, and behavior that provides evidence for a link between high-level visual impairment and dyslexia.

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“…• Right middle frontal gyrus (130) • Left inferior frontal gyrus (115,131) • Left inferior temporal gyrus (115) • Left fusiform gyrus (115,132) • Left angular gyrus (115,132) • Occipitotemporal cortex (133) Greater cortical thickness vs. controls:…”

Section: Structural Neuroimaging Studies (Mri)mentioning

confidence: 99%

From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities

Grant

Siegel

2020

Front. Public Health

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We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.

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“…However, studies also showed abnormal brain structures outside the reading network. For example, studies have found reduced grey matter volume (GMV) at the left putamen in Chinese children with DD (Wang et al, 2019), at the cerebellum in Spanish (Adrian-Ventura et al, 2020), Italian (Brambati et al, 2004) and English (Brown et al, 2001), at the thalamus in English (Brown et al, 2001), French, German and Polish (Jednorog et al, 2015), and at the caudate nucleus in English (Brown et al, 2001;Jagger-Rickels et al, 2018). In summary, previous inconsistent findings in brain structure might be due to the lack of differentiation in participants' language.…”

Section: Introductionmentioning

confidence: 97%

Convergent and divergent structural and functional brain abnormalities associated with developmental dyslexia: a cross-linguistic meta-analysis of neuroimaging studies

Yan

Jiang

H³

et al. 2021

Preprint

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Brain abnormalities in the reading network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood where and why the structural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting a neural signature of DD. We found greater reduction in grey matter volume and brain activation in the left inferior frontal gyrus in morpho-syllabic languages (e.g. Chinese) than in alphabetic languages, and greater reduction in brain activation in the left middle temporal gyrus and fusiform gyrus in alphabetic languages than in morpho-syllabic languages. These language differences are explained as consequences of being DD while learning a specific language. In addition, we also found brain regions that showed increased grey matter volume and brain activation, presumably suggesting compensations and brain regions that showed inconsistent alterations in brain structure and function. Our study provides important insights about the etiology of DD from a cross-linguistic perspective with considerations of consistency/inconsistency between structural and functional alterations.

show abstract

Grey matter reduction in the occipitotemporal cortex in Spanish children with dyslexia: A voxel-based morphometry study

Cited by 10 publications

References 61 publications

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia

Words as Visual Objects: Neural and Behavioral Evidence for High-Level Visual Impairments in Dyslexia

From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities

Convergent and divergent structural and functional brain abnormalities associated with developmental dyslexia: a cross-linguistic meta-analysis of neuroimaging studies

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