Reading changes in children and adolescents with dyslexia after transcranial direct current stimulation

Costanzo, Floriana; Varuzza, Cristiana; Rossi, Serena; Sdoia, Stefano; Varvara, Pamela; Oliveri, Massimiliano; Koch, Giacomo; Vicari, Stefano; Menghini, Deny

doi:10.1097/wnr.0000000000000536

Cited by 64 publications

(100 citation statements)

References 18 publications

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“…In a related study involving children and adolescents with dyslexia and similar age range, this electrode montage was compared with cathodal tDCS over the left parieto-temporal region (the anode placed over the right homologue region) in a single session. Left parieto-temporal anodal tDCS induced a reduction in the number of errors during text reading, and left parieto-temporal cathodal tDCS resulted in increases of errors (Costanzo et al, 2016b). Therefore, tDCS could be an effective tool to modulate reading mechanisms in children with dyslexia, although future studies will have to determine the suitability of tDCS as a therapeutic approach in larger detail.…”

Section: Dyslexiamentioning

confidence: 99%

Applications of transcranial direct current stimulation in children and pediatrics

Rivera-Urbina¹,

Nitsche

Vicario

et al. 2016

Reviews in the Neurosciences

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AbstractTranscranial direct current stimulation (tDCS) is a neuromodulatory noninvasive brain stimulation tool with potential to increase or reduce regional and remote cortical excitability. Numerous studies have shown the ability of this technique to induce neuroplasticity and to modulate cognition and behavior in adults. Clinical studies have also demonstrated the ability of tDCS to induce therapeutic effects in several central nervous system disorders. However, knowledge about its ability to modulate brain functions in children or induce clinical improvements in pediatrics is limited. The objective of this review is to describe relevant data of some recent studies that may help to understand the potential of this technique in children with specific regard to effective and safe treatment of different developmental disorders in pediatrics. Overall, the results show that standard protocols of tDCS are well tolerated by children and have promising clinical effects. Nevertheless, treatment effects seem to be partially heterogeneous, and a case of a seizure in a child with previous history of infantile spasms and diagnosed epilepsy treated with tDCS for spasticity was reported. Further research is needed to determine safety criteria for tDCS use in children and to elucidate the particular neurophysiological changes induced by this neuromodulatory technique when it is applied in the developing brain.

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Section: Dyslexiamentioning

confidence: 99%

Applications of transcranial direct current stimulation in children and pediatrics

Rivera-Urbina¹,

Nitsche

Vicario

et al. 2016

Reviews in the Neurosciences

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show abstract

“…Costanzo and colleagues were the first to study the effect of tDCS on young populations with DD. Firstly, the authors explored the optimal polarity of the stimulation for children and adolescents with DD in a single session intervention (Costanzo et al, 2016a). The authors found significant text reading accuracy improvement after left anodal/right cathodal tDCS and an increase in errors after left cathodal/right anodal tDCS.…”

Section: Introductionmentioning

confidence: 99%

Remedial interventions for developmental dyslexia: how neuropsychological evidence can inspire and support a rehabilitation training

Cancer¹,

Antonietti²

2017

Neuropsychological Trends

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Developmental dyslexia (DD) is associated with deficiencies in temporal processing of auditory stimuli, depending on atypical oscillatory neural activity, that are considered to contribute to phonological and reading impairments. To induce a more accurate entrainment to the spectral properties of auditory stimuli in dyslexic readers, we explored the possibility to synchronize speech prosody during reading with an acoustic stimulus presented at a regular pace. Accordingly, an intervention program for DD, called Rhythmic Reading Training, was devised. Several test-training-retest studies supported the efficacy of this new methodology on reading skills of primary and highschool students with DD under different conditions. Finally, preliminary results of the application of RRT combined with neuromodulation (i.e., tDCS) in undergraduate students with DD are presented.

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“…Dominguez et al (2014), for example, enhanced performance in one participant with aphasia during phonological tasks by simultaneously applying cathodal stimulation to the RIFG, to reduce its hyperactivity, and anodal stimulation to the LIFG, to enhance its activity. Similarly, Costanzo et al (2016a, b) showed that simultaneous tDCS with anodal stimulation over a left temporoparietal target and cathodal stimulation over its right homologous region, improved reading performance in participants with dyslexia, while reversing the stimulation polarity for the same targets hindered performance (Costanzo et al 2016b). Similarly, Smirni et al (2017) investigated phonemic fluency in healthy participants with rTMS and found decreased performance when inhibitory stimulation was applied to the LIFG, but increased performance when applied to the RIFG.…”

Section: Discussionmentioning

confidence: 98%

Task load modulates tDCS effects on brain network for phonological processing

2020

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Motor participation in phonological processing can be modulated by task nature across the speech perception to speech production range. The pars opercularis of the left inferior frontal gyrus (LIFG) would be increasingly active across this range, because of changing motor demands. Here, we investigated with simultaneous tDCS and fMRI whether the task load modulation of tDCS effects translates into predictable patterns of functional connectivity. Findings were analysed under the "multi-node framework", according to which task load and the network structure underlying cognitive functions are modulators of tDCS effects. In a within-subject study, participants (N = 20) performed categorical perception, lexical decision and word naming tasks [which differentially recruit the target of stimulation (LIFG)], which were repeatedly administered in three tDCS sessions (anodal, cathodal and sham). The LIFG, left superior temporal gyrus and their right homologues formed the target network subserving phonological processing. C-tDCS inhibition and A-tDCS excitation should increase with task load. Correspondingly, the larger the task load, the larger the relevance of the target for the task and smaller the room for compensation of C-tDCS inhibition by less relevant nodes. Functional connectivity analyses were performed with partial correlations, and network compensation globally inferred by comparing the relative number of significant connections each condition induced relative to sham. Overall, simultaneous tDCS and fMRI was adequate to show that motor participation in phonological processing is modulated by task nature. Network responses induced by C-tDCS across phonological processing tasks matched predictions. A-tDCS effects were attributed to optimisation of network efficiency.

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Reading changes in children and adolescents with dyslexia after transcranial direct current stimulation

Cited by 64 publications

References 18 publications

Applications of transcranial direct current stimulation in children and pediatrics

Applications of transcranial direct current stimulation in children and pediatrics

Remedial interventions for developmental dyslexia: how neuropsychological evidence can inspire and support a rehabilitation training

Task load modulates tDCS effects on brain network for phonological processing

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