Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers

Bach, Sylvia; Brandeis, Daniel; Hofstetter, Christoph P.; Martin, Ernst; Richardson, Ulla; Brem, Silvia

doi:10.1016/j.neuroimage.2010.06.039

Cited by 55 publications

(55 citation statements)

References 88 publications

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“…Forty native (Swiss-)German speaking kindergartners (mean age 6.4±0.3 years, 20 girls, 4 left-handed) took part in a larger longitudinal cross-over training study (also described elsewhere Brem et al, 2010) with two different non-commercial child-friendly, computerized training games (the "Graphogame" teaching grapheme-phoneme correspondences (Lyytinen et al, 2009;Lyytinen et al, 2007;Saine et al, 2011) and the control game teaching numbers and calculations (Räsänen et al, 2009)), behavioural and/or imaging sessions at kindergarten age and a behavioural follow-up in 2 nd grade. Nineteen of these children (mean age 6.4±0.3 years, 14 girls, all right-handed) were selected for the current analyses because they had completed both an EEG and an fMRI session including an explicit word/symbol processing task after 8 weeks of grapheme-phoneme training (Lyytinen et al, 2009;Lyytinen et al, 2007;Saine et al, 2011) with appropriate data quality and task performance.…”

Section: Study Design and Subjectsmentioning

confidence: 99%

“…Depending on children's assignment in the longitudinal cross-over training study, after the initial behavioural assessment the children had started either with a period of graphemephoneme or a control training for proper balancing of the cross-over training study (for details about the training procedure see (Brem et al, 2010)). This design allowed us to assess all children after a highly consistent and well-defined literacy training phase focusing on grapheme-phoneme correspondence rather than reading.…”

Section: Study Design and Subjectsmentioning

confidence: 99%

“…The corresponding N1 (~170ms) ERP attenuation and its magneto-encephalographic homologue also point to diminished sensitivity to print in dyslexics (Helenius et al, 1999;Kronbichler et al, 2006;Maurer et al, 2007;. Furthermore, the following evidence points to the potential of occipito-temporal activity for predicting reading skills at a young age: i) structural alterations within the VWFS of at-risk children before school enrolment (Raschle et al, 2011); ii) its importance in learning to read supported by the early and rapidly emerging sensitivity to letters or letter strings (Brem et al, 2010;Cantlon et al, 2011); iii) the neurophysiological differences between normal readers and dyslexics seen in the corresponding N1 ERP (Maurer et al, 2007). Because interventions for poor readers might be most beneficial when started in parallel with reading acquisition (Bradley and Bryant, 1983) the identification of predictors at preschool age would be particularly valuable.…”

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confidence: 98%

“…An fMRI study by Specht and colleagues (Specht et al 2009) revealed a negative correlation of the strength of activation in the occipitotemporal cortex and the dyslexia risk index and a structural MRI study reported significantly reduced grey matter volume in the left occipito-temporal and bilateral parieto-temporal cortex, the left fusiform gyrus and the right lingual gyrus in familial at-risk children in preschool (Raschle et al, 2011). Interestingly, most areas with diminished grey matter volume in at-risk children, and especially the basal left occipito-temporal cortex often referred to as the visual word form system (VWFS) (Cohen et al, 2000;Vinckier et al, 2007), plays a key role in print processing when children learn to read (Brem et al, 2010;Maurer et al, 2006). Several neuroimaging studies have revealed hypoactivation in posterior lefthemispheric regions in dyslexics (Kronbichler et al, 2006;McCrory et al, 2005;Shaywitz et al, 2002), and diminished functional activation of the VWFS in response to print has often been associated with poor reading skills across different languages (Paulesu et al, 2001;Shaywitz and Shaywitz, 2005) and different writing systems (Hu et al, 2010).…”

mentioning

confidence: 99%

“…initiates and sensitizes specific brain areas to print processing (Brem et al, 2010). After about eight weeks of grapheme-phoneme training, the emerging neural correlates of print processing were examined with ERP and fMRI in the non-reading children by using an explicit word processing task with strings of symbols serving as the control condition.…”

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Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

et al. 2013

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Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT2 Abstract:Children who are poor readers usually experience troublesome school careers and consequently often su...

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Section: Study Design and Subjectsmentioning

confidence: 99%

Section: Study Design and Subjectsmentioning

confidence: 99%

mentioning

confidence: 98%

mentioning

confidence: 99%

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confidence: 99%

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Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

et al. 2013

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Reading in the brain of children and adults: A meta‐analysis of 40 functional magnetic resonance imaging studies

Martin

Schurz

Kronbichler

et al. 2015

Human Brain Mapping

298

243

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We used quantitative, coordinate‐based meta‐analysis to objectively synthesize age‐related commonalities and differences in brain activation patterns reported in 40 functional magnetic resonance imaging (fMRI) studies of reading in children and adults. Twenty fMRI studies with adults (age means: 23–34 years) were matched to 20 studies with children (age means: 7–12 years). The separate meta‐analyses of these two sets showed a pattern of reading‐related brain activation common to children and adults in left ventral occipito‐temporal (OT), inferior frontal, and posterior parietal regions. The direct statistical comparison between the two meta‐analytic maps of children and adults revealed higher convergence in studies with children in left superior temporal and bilateral supplementary motor regions. In contrast, higher convergence in studies with adults was identified in bilateral posterior OT/cerebellar and left dorsal precentral regions. The results are discussed in relation to current neuroanatomical models of reading and tentative functional interpretations of reading‐related activation clusters in children and adults are provided. Hum Brain Mapp 36:1963–1981, 2015. © 2015 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc..

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Dyslexic brain activation abnormalities in deep and shallow orthographies: A meta‐analysis of 28 functional neuroimaging studies

2016

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We used coordinate‐based meta‐analysis to objectively quantify commonalities and differences of dyslexic functional brain abnormalities between alphabetic languages differing in orthographic depth. Specifically, we compared foci of under‐ and overactivation in dyslexic readers relative to nonimpaired readers reported in 14 studies in deep orthographies (DO: English) and in 14 studies in shallow orthographies (SO: Dutch, German, Italian, Swedish). The separate meta‐analyses of the two sets of studies showed universal reading‐related dyslexic underactivation in the left occipitotemporal cortex (including the visual word form area (VWFA)). The direct statistical comparison revealed higher convergence of underactivation for DO compared with SO in bilateral inferior parietal regions, but this abnormality disappeared when foci resulting from stronger dyslexic task‐negative activation (i.e., deactivation relative to baseline) were excluded. Higher convergence of underactivation for DO compared with SO was further identified in the left inferior frontal gyrus (IFG) pars triangularis, left precuneus, and right superior temporal gyrus, together with higher convergence of overactivation in the left anterior insula. Higher convergence of underactivation for SO compared with DO was found in the left fusiform gyrus, left temporoparietal cortex, left IFG pars orbitalis, and left frontal operculum, together with higher convergence of overactivation in the left precentral gyrus. Taken together, the findings support the notion of a biological unity of dyslexia, with additional orthography‐specific abnormalities and presumably different compensatory mechanisms. The results are discussed in relation to current functional neuroanatomical models of developmental dyslexia. Hum Brain Mapp 37:2676–2699, 2016. © 2016 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

show abstract

Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers

Cited by 55 publications

References 88 publications

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

Reading in the brain of children and adults: A meta‐analysis of 40 functional magnetic resonance imaging studies

Dyslexic brain activation abnormalities in deep and shallow orthographies: A meta‐analysis of 28 functional neuroimaging studies

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