Involvement of the right hemisphere in reading comprehension: A DTI study

Horowitz‐Kraus, Tzipi; Wang, Yingying; Plante, Elena; Holland, Scott K.

doi:10.1016/j.brainres.2014.05.034

Cited by 56 publications

(60 citation statements)

References 83 publications

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“…Horowitz-Kraus et al (2014) found that FA values in the left ILF, as well as bilateral SLF, were significantly correlated reading comprehension. Reading comprehension was hypothesized to be related to the left ILF in the current study, because of its role in the orthographic route of reading.…”

Section: Discussionmentioning

confidence: 81%

“…Previous research has indicated a linear relation between reading comprehension and both the ILF and SLF (Feldman et al, 2012; Horowitz-Kraus et al, 2014). Horowitz-Kraus et al (2014) found that FA values in the left ILF, as well as bilateral SLF, were significantly correlated reading comprehension.…”

Section: Discussionmentioning

confidence: 95%

“…The ILF is a ventral associative tract that consists of a bundle of both long and short fibers directly connecting the occipital and anterior temporal lobes (Catani et al, 2005). This tract has been shown to correlate with measures of word reading fluency (Horowitz-Kraus et al, 2014; Lebel et al, 2013) and reading comprehension (Feldman et al, 2012; Horowitz-Kraus et al, 2014). …”

Section: Introductionmentioning

confidence: 97%

“…Recent research has established an association between poor reading proficiency and poor white matter tract integrity associated with the dorsal phonological and ventral orthographic routes of reading (Carter et al, 2009; Feldman, Lee, Yeatman, & Yeom, 2012; Horowitz-Kraus, Wang, Plante, & Holland, 2014; Lebel et al, 2013; Vandermosten et al, 2012). Working together, these white matter pathways underlie coordinated communication among cortical regions essential for proficient reading skills.…”

Section: Introductionmentioning

confidence: 99%

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White matter microstructure integrity in relation to reading proficiency☆

et al. 2017

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Components of reading proficiency such as accuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts allow for communication among these regions. This study utilized unique residualized tract – based spatial statistics methodology to identify the relations of white matter microstructure integrity to three components of reading proficiency in 49 school - aged children with typically developing phonological decoding skills and 27 readers with poor decoders. Results indicated that measures of white matter integrity were differentially associated with components of reading proficiency. In both typical and poor decoders, reading comprehension correlated with measures of integrity of the right uncinate fasciculus; reading comprehension was also related to the left inferior longitudinal fasciculus in poor decoders. Also in poor decoders, word reading fluency was related to the right uncinate and left inferior fronto - occipital fasciculi. Word reading was unrelated to white matter integrity in either group. These findings expand our knowledge of the association between white matter integrity and different elements of reading proficiency.

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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White matter microstructure integrity in relation to reading proficiency☆

et al. 2017

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“…Dunst et al (2014) found a correlation between FA in the corpus callosum and general intelligence in adult males but not in females. In older children and adolescents, higher FA values in the bilateral frontal and temporal lobes may be linked to better working memory capacity, as well as better reading ability and comprehension (Horowitz-Kraus, Wang, Plante, & Holland, 2014; Nagy, Westerberg, & Klingberg, 2004). …”

Section: Introductionmentioning

confidence: 99%

Dissociations among linguistic, cognitive, and auditory-motor neuroanatomical domains in children who stutter

Choo

Burnham

Hicks

et al. 2016

Journal of Communication Disorders

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The onset of developmental stuttering typically occurs between 2 to 4 years of age, coinciding with a period of rapid development in speech, language, motor and cognitive domains. Previous studies have reported generally poorer performance and uneven, or “dissociated” development across speech and language domains in children who stutter (CWS) relative to children who do not stutter (CWNS)(Anderson, Pellowski, & Conture, 2005). The aim of this study was to replicate and expand previous findings by examining whether CWS exhibit dissociated development across speech-language, cognitive, and motor domains that are also reflected in measures of neuroanatomical development. Participants were 66 CWS (23 females) and 53 CWNS (26 females) ranging from 3 to 10 years. Standardized speech, language, cognitive, and motor skills measures, and fractional anisotropy (FA) values derived from diffusion tensor imaging from speech relevant “dorsal auditory” left perisylvian areas (Hickok & Poeppel, 2007) were analyzed using a correlation-based statistical procedure (Coulter, Anderson, & Conture, 2009) that quantified dissociations across domains. Overall, CWS scored consistently lower on speech, language, cognitive and motor measures, and exhibited dissociated development involving these same measures and white matter neuroanatomical indices relative to CWNS. Boys who stutter exhibited a greater number of dissociations compared to girls who stutter. Results suggest a subgroup of CWS may have incongruent development across multiple domains, and the resolution of this imbalance may be a factor in recovery from stuttering.

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Reading acceleration training changes brain circuitry in children with reading difficulties

et al. 2014

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IntroductionDyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers.MethodsChildren (8–12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups.ResultsIn addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation.ConclusionsOur results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties.

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Involvement of the right hemisphere in reading comprehension: A DTI study

Cited by 56 publications

References 83 publications

White matter microstructure integrity in relation to reading proficiency☆

White matter microstructure integrity in relation to reading proficiency☆

Dissociations among linguistic, cognitive, and auditory-motor neuroanatomical domains in children who stutter

Reading acceleration training changes brain circuitry in children with reading difficulties

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