Altered connectivity of the dorsal and ventral visual regions in dyslexic children: a resting-state fMRI study

Zhou, Wei; Xia, Zhichao; Bi, Yanchao; Shu, Hua

doi:10.3389/fnhum.2015.00495

Cited by 55 publications

(38 citation statements)

References 92 publications

(132 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is widely accepted that reading involves multiple brain regions, including the frontal lobe, parieto‐temporal regions and occipito‐temporal regions (Epelbaum et al, ; Hoeft et al, ; Hoeft et al, ; Shaywitz & Shaywitz, ). Compared to typical readers, people with dyslexia normally exhibit an atypical pattern of brain activity across distributed brain regions (Brambati et al, ; Cohen et al, ; Cohen & Dehaene, ; Dehaene & Cohen, ; Paulesu, Danelli, & Berlingeri, ; Price & Devlin, ; Shaywitz et al, ) as well as abnormal functional connectivity among reading‐related brain regions (Boets et al, ; Horwithz, Rumsey, & Donohue, ; Paulesu et al, ; Pugh et al, ; Schurz et al, ; Zhou, Xia, Bi, & Shu, ).…”

Section: Introductionmentioning

confidence: 99%

White matter network connectivity deficits in developmental dyslexia

Lou

Duan

Altarelli

et al. 2018

Human Brain Mapping

View full text Add to dashboard Cite

A number of studies have shown an abnormal connectivity of certain white matter pathways in developmental dyslexia, as well as correlations between these white matter pathways and behavioral deficits. However, whether developmental dyslexia presents broader white matter network connectivity disruption is currently unknown. The present study reconstructed white matter networks for 26 dyslexic children (11.61 ± 1.31 years) and 31 age‐matched controls (11.49 ± 1.36 years) using constrained spherical deconvolution tractography. Network‐based statistics (NBS) analysis was performed to identify network connectivity deficits in dyslexic individuals. Network topological features were measured based on graph theory to examine whether these parameters correlate with literacy skills, and whether they explain additional variance over previously established white matter connectivity abnormalities in dyslexic children. The NBS analysis identified a network connecting the left‐occipital‐temporal cortex and temporo‐parietal cortex that had decreased streamlines in dyslexic children. Four network topological parameters (clustering coefficient, local efficiency, transitivity, and global efficiency) were positively correlated with literacy skills of dyslexic children, and explained a substantial proportion of additional variance in literacy skills beyond connectivity measures of white matter pathways. This study for the first time reports a disconnection in a local subnetwork in the left hemisphere in dyslexia and shows that the global white matter network topological properties contribute to reduced literacy skills in dyslexic children.

show abstract

Section: Introductionmentioning

confidence: 99%

White matter network connectivity deficits in developmental dyslexia

Lou

Duan

Altarelli

et al. 2018

Human Brain Mapping

View full text Add to dashboard Cite

show abstract

“…Interestingly, an increasing number studies using resting‐state fMRI have demonstrated that these overlapping brain regions are functionally connected to regions involved in reading and visual attention (Koyama et al., 2010; Vogel, Miezin, Petersen, & Schlaggar, 2012; Zhou et al., 2015). As reported by Zhou et al.…”

Section: Discussionmentioning

confidence: 99%

“…As reported by Zhou et al. (2015), the middle part of the prefrontal gyrus, the MFG, is functionally connected to seeds of the IPS and visual word form area (VWFA), which were selected on the basis of eye movement and word reading research, respectively. They found that the strengths of these functional connections were positively correlated with the naturalistic reading score but not with the word reading score, suggesting that the MFG is crucial in naturalistic reading.…”

Section: Discussionmentioning

confidence: 99%

“…The commonly used brain regions are potentially important in naturalistic reading. Our previous research using resting‐state fMRI (Zhou, Xia, Bi, & Shu, 2015) proposed that the middle frontal gyrus (MFG), an overlapping part of the eye‐movement network and word‐reading network, plays a modulatory role in naturalistic reading. A meta‐analysis based on task‐driven fMRI studies may highlight more mutually used regions for word reading and eye movements.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A meta‐analysis of functional magnetic resonance imaging studies of eye movements and visual word reading

Zhou

Shu

2017

Brain and Behavior

Self Cite

View full text Add to dashboard Cite

IntroductionThe pattern of eye movements during reading is substantially correlated with linguistic factors. While there have been a large number of studies on the neural mechanisms of eye movements and word reading separately, a limited number of studies have compared the activation patterns of these two processes and discussed the associations of their corresponding brain regions within the framework of naturalistic reading.MethodsThis study conducted a meta‐analysis of the existing functional magnetic resonance imaging literature on prosaccades and visual word reading using the activation likelihood estimation algorithm.ResultsOur main finding was that, although prosaccades and word reading mainly activated dorsal and ventral brain areas, respectively, they both activated the left precentral gyrus (PreCG), left superior parietal lobe, right PreCG, right lingual gyrus, and bilateral medial frontal gyrus.ConclusionThese findings provide new insights into cognitive processes involved with naturalistic reading, which requires both eye movements and word reading.

show abstract

“…Reduction in functional synchronization among reading-related brain areas (e.g., left temporoparietal, occipital-temporal, and inferior frontal cortices) has also been observed in individuals with RD. Such disconnections exist not only during reading-related tasks (Aboud, Bailey, Petrill, & Cutting, 2016;Finn et al, 2014;Paulesu et al, 1996) but also at rest (Koyama et al, 2013;Schurz et al, 2014;Zhou, Xia, Bi, & Shu, 2015), regardless of whether receiving intervention or not (Davis et al, 2010;Koyama et al, 2013).…”

Section: Functional and Structural Connectivity Anomalies In Rdmentioning

confidence: 99%

Neurobiological bases of reading disorder part II: The importance of developmental considerations in typical and atypical reading

Black

Xia

Hoeft

2017

Language and Linguist. Compass

Self Cite

View full text Add to dashboard Cite

Decoding-based reading disorder (RD; aka developmental dyslexia) is one of the most common neurodevelopmental disorders, affecting approximately 5–10% of school-aged children across languages. Even though neuroimaging studies suggest an impairment of the left reading network in RD, the onset of this deficit and its developmental course, which may include constancy and change, is largely unknown. There is now growing evidence that the recruitment of brain networks underlying perceptual, cognitive and linguistic processes relevant to reading acquisition varies with age. These age-dependent changes may in turn impact the neurocognitive characteristics of RD observed at specific developmental stages. Here we synthesize findings from functional and structural magnetic resonance imaging (MRI) studies to increase our understanding of the developmental time course of the neural bases underlying (a)typical reading. We first provide an overview of the brain bases of typical and atypical (impaired) reading. Next we describe how the understanding of RD can be deepened through scientific attention to age effects, for example, by integrating findings from cross-sectional studies of RD at various ages. Finally, we accent findings from extant longitudinal studies that directly examine developmental reading trajectories beginning in the preliterate stage at both group and individual levels. Although science is at the very early stage of understanding developmental aspects of neural deficits in RD, evidence to date characterizes RD by atypical brain maturation. We know that reading impairment may adversely impact multiple life domains such as academic achievement and social relationships, and unfortunately, that these negative outcomes can persist and compound into adulthood. We contend that exploring the developmental trajectories of RD will contribute to a greater understanding of how neural systems support reading acquisition. Further, we propose and cite evidence that the etiology of RD can be better investigated by distinguishing primary deficits from secondary impairments unfolding along development. These exciting and modern investigatory efforts can also indirectly contribute to a centered practice of early and accurate identification and optimal intervention to support the development of foundational pre-literacy skills and fluent reading. In sum, integrating a developmental understanding into the science and practice of reading acquisition and intervention is both possible and necessary.

show abstract

Altered connectivity of the dorsal and ventral visual regions in dyslexic children: a resting-state fMRI study

Cited by 55 publications

References 92 publications

White matter network connectivity deficits in developmental dyslexia

White matter network connectivity deficits in developmental dyslexia

A meta‐analysis of functional magnetic resonance imaging studies of eye movements and visual word reading

Neurobiological bases of reading disorder part II: The importance of developmental considerations in typical and atypical reading

Contact Info

Product

Resources

About