Reading the Wrong Way with the Right Hemisphere

Waldie, Karen E.; Haigh, Charlotte E.; Badzakova-Trajkov, Gjurgjica; Buckley, Jude; Kirk, Ian J.

doi:10.3390/brainsci3031060

Cited by 52 publications

(44 citation statements)

References 57 publications

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“…Reduced bilateral occipitotemporal activation was also observed in a metaanalysis of children with DD [31]. Additionally, older children and adults with DD also display increased right hemispheric activity during reading and reading-related tasks compared to controls [32]. The absence of activation differences in frontal and right hemisphere regions between typically developing and children with DD may suggest that these differences, often found in adults, reflect compensatory strategies.…”

Section: The Neural Basis Of Developmental Dyslexiamentioning

confidence: 76%

Predicting Developmental Dyslexia: A Brief Review of Genetics, Language and the Brain

Figuccio¹

2017

J Child Dev Disord

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Learning to read is an essential life skill, yet many children struggle and may even fail to learn to read. Developmental dyslexia (DD) is a specific learning disorder characterized by deficits in reading and reading-related tasks. Even though early intervention is crucial for successful remediation, many children do not receive a diagnosis until second grade or later. Research has shown high heritability of DD. Additionally, a link has been established between early language abilities and the development of reading skills. Moreover, individuals with DD display differences in neural structures implicated in reading even prior to learning to read compared to their typically developing peers. The aim of this review is to identify genetic, language, and brain predictors of reading.

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Section: The Neural Basis Of Developmental Dyslexiamentioning

confidence: 76%

Predicting Developmental Dyslexia: A Brief Review of Genetics, Language and the Brain

Figuccio¹

2017

J Child Dev Disord

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“…Recently, studies utilizing functional magnetic resonance imaging, have identified a neurological movement connection to dyslexia (Waldie et al, 2013). According to Waldie and colleagues, "Our participants with dyslexia also showed over activation in the right hemisphere regions of the putamen and precentral gyrus during both regular and pseudo word lexical decision making.…”

Section: Introductionmentioning

confidence: 89%

Effects of Physical Rotational Movement Difference and Handwriting Position on Academic Achievement and Learning Disabilities

Young¹

2015

PSYCH

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Only recently has movement behavior and learning disabilities (LD), including the confusing topic of dyslexia, been considered to be connected. The realization that phonemic problems may often be the "result" of learning issues such as dyslexia, and not the cause, has finally surfaced. This condition is hypothesized as being primarily due to not sensing the sound connection because of the hand feeling the shape of feeling letters incorrectly. This consequently, interferes with the sound value(s) being connected during the learning process. We herein provide the results of an earlier unpublished study, which demonstrates how we obtained these and other classroom results. We provide evidence of movement difference between those with identified LDs and those without LDs, and how this can relate to both left and inverted rotational direction difference. Other movement differences are also identified as modifiers of the achievement difference between the students found in the at-risk populations. As previously described (Young et al., 2012), understanding "reversed positioning sensation" (RPS) can be of great assistance to those with the basic condition known as written language disability (WLD) or dysgraphic conditions, which are often recognized entities of the LD known as dyslexia. This is important, because remediation involves changing the hand position of those affected and is theorized, can change the way the brain senses the direction of learning (i.e., to make letters by processing the sense of feeling them top/down instead of from an inverted sensation of sensing bottom/up movement). That this remedial movement concept is so amazingly simple may be why it has been overlooked for years.

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“…In participants with language impairment, a number of studies have reported a higher incidence of atypical laterality or lower laterality indices when compared to control groups (Badcock, Bishop, Hardiman, Barry, & Watkins, 2012;Bishop, Holt, Whitehouse, & Groen, 2014;de Guibert et al, 2011;Illingworth & Bishop, 2009;Waldie, Haigh, Badzakova-Trajkov, Buckley, & Kirk, 2013;Whitehouse & Bishop, 2008). This has suggested the possibility that atypical lateralisation could constitute an endophenotype for language impairment, mediating the relationship between an original etiological factor such as a genetic predisposition and impaired language function (Bishop, 2013).…”

Section: Language Lateralisation and Language Ability/impairmentmentioning

confidence: 99%

Investigation into inconsistent lateralisation of language functions as a potential risk factor for language impairment

Bradshaw

Woodhead

Thompson

et al. 2019

Eur J of Neuroscience

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Disruption to language lateralisation has been proposed as a cause of developmental language impairments. In this study, we tested the idea that consistency of lateralisation across different language functions is associated with language ability. A large sample of adults with variable language abilities (N = 67 with a developmental disorder affecting language and N = 37 controls) were recruited. Lateralisation was measured using functional transcranial Doppler sonography (fTCD) for three language tasks that engage different language subprocesses (phonological decision, semantic decision and sentence generation). The whole sample was divided into those with consistent versus inconsistent lateralisation across the three tasks. Language ability (using a battery of standardised tests) was compared between the consistent and inconsistent groups. The results did not show a significant effect of lateralisation consistency on language skills. However, of the 31 individuals showing inconsistent lateralisation, the vast majority (84%) were in the disorder group with only five controls showing such a pattern, a difference that was higher than would be expected by chance. The developmental disorder group also demonstrated weaker correlations between laterality indices across pairs of tasks. In summary, although the data did not support the hypothesis that inconsistent language lateralisation is a major cause of poor language skills, the results suggested that some subtypes of language disorder are associated with inefficient distribution of language functions between hemispheres. Inconsistent lateralisation could be a causal factor in the aetiology of language disorder or may arise in some cases as the consequence of developmental disorder, possibly reflective of compensatory reorganisation.

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Reading the Wrong Way with the Right Hemisphere

Cited by 52 publications

References 57 publications

Predicting Developmental Dyslexia: A Brief Review of Genetics, Language and the Brain

Predicting Developmental Dyslexia: A Brief Review of Genetics, Language and the Brain

Effects of Physical Rotational Movement Difference and Handwriting Position on Academic Achievement and Learning Disabilities

Investigation into inconsistent lateralisation of language functions as a potential risk factor for language impairment

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