2016
DOI: 10.1016/j.tine.2016.10.001
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Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ

Abstract: It is currently believed that reading disability (RD) should be defined by reading level without regard to broader aptitude (IQ). There is debate, however, about how to classify individuals who read in the typical range but less well than would be expected by their higher IQ. We used functional magnetic resonance imaging (fMRI) in 49 children to examine whether those with typical, but discrepantly low reading ability relative to IQ, show dyslexia-like activation patterns during reading. Children who were typic… Show more

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Cited by 24 publications
(17 citation statements)
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“…• Left superior frontal gyrus (105) • Left middle frontal gyrus (105) • Left inferior frontal gyrus (106)(107)(108) • Left superior temporal gyrus (107,(109)(110)(111) • Left superior temporal sulcus (107,(109)(110)(111)(112) • Left middle temporal gyrus (113) • Left inferior temporal gyrus (108,109,114) • Left fusiform gyrus (112,(114)(115)(116) • Left superior parietal cortex (117) • Left inferior parietal cortex (117) • Left angular gyrus (105,109,110,118,119) • Left supramarginal gyrus (120,121) • Left middle occipital gyrus (112) Hyperactivation during phonological tasks:…”
Section: Neuroanatomical Correlates Of Reading Disability Deficits Inmentioning
confidence: 99%
“…• Left superior frontal gyrus (105) • Left middle frontal gyrus (105) • Left inferior frontal gyrus (106)(107)(108) • Left superior temporal gyrus (107,(109)(110)(111) • Left superior temporal sulcus (107,(109)(110)(111)(112) • Left middle temporal gyrus (113) • Left inferior temporal gyrus (108,109,114) • Left fusiform gyrus (112,(114)(115)(116) • Left superior parietal cortex (117) • Left inferior parietal cortex (117) • Left angular gyrus (105,109,110,118,119) • Left supramarginal gyrus (120,121) • Left middle occipital gyrus (112) Hyperactivation during phonological tasks:…”
Section: Neuroanatomical Correlates Of Reading Disability Deficits Inmentioning
confidence: 99%
“…Research and professional observation have found that not all HE students presenting for dyslexia assessment have a recorded, or even self-reported, history of difficulties with literacy or study skills. Research with such students suggests that the possession of cognitive resources, typically high general cognitive abilities (IQ scores), in some guise or other, can compensate for processing weaknesses, often preventing the early emergence of obvious literacy difficulties, allowing bright dyslexic individuals to acquire good literacy skills and to progress undetected throughout their relatively undemanding preuniversity education (Hancock, Gabrieli, & Hoeft, 2016;Hulme & Snowling, 2009). Diagnosed dyslexic individuals with average and above average literacy skills are not absent from the literature (Miles, Wheeler, & Haslum, 2003;Singleton, Horne, & Simmons, 2009).…”
Section: Background Informationmentioning
confidence: 99%
“…Diagnosed dyslexic individuals with average and above average literacy skills are not absent from the literature (Miles, Wheeler, & Haslum, 2003;Singleton, Horne, & Simmons, 2009). Research with such students suggests that the possession of cognitive resources, typically high general cognitive abilities (IQ scores), in some guise or other, can compensate for processing weaknesses, often preventing the early emergence of obvious literacy difficulties, allowing bright dyslexic individuals to acquire good literacy skills and to progress undetected throughout their relatively undemanding preuniversity education (Hancock, Gabrieli, & Hoeft, 2016;Hulme & Snowling, 2009).…”
Section: Background Informationmentioning
confidence: 99%
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“…Finally, it is worth noting that there are other important avenues of RD research beyond the scope of this review and therefore not captured here. Briefly, these topics include but are not limited to (a) cross-linguistic comparisons of the neural mechanism of typical reading and RD (Martin, Kronbichler, & Richlan, 2016;Richlan, 2014;Rueckl et al, 2015;Zhu et al, 2014); (b) RD in multilingualism, which is becoming particularly relevant as more individuals in the world are now multilingual than monolingual, and as we discover more about cross-linguistic similarities and differences of RD (Siegel, 2004); (c) investigation of the brain basis of RD using various identification approaches and definitions of RD (a current topic with the new Diagnostic and Statistical Manual of Mental Disorders, DSM-5; American Psychological Association, 2013; Hancock, Gabrieli, & Hoeft, 2016;Simos, Rezaie, Papanicolaou, & Fletcher, 2013;Tanaka et al, 2011) as well as subtypes of RD that appear to have different neural profiles (Jednorog et al, 2014;Norton et al, 2014); (d) investigation of processes other than reading-related processes such as visuo-spatial processing that might be predicted based on atypical brain organization (Diehl et al, 2014); and (e) biomarkers and neuroprognosis where neuroimaging data are used as markers to identify and to predict the development of RD, response to intervention, and compensatory mechanisms (Cui et al, 2016;Gabrieli, Ghosh, & Whitfield-Gabrieli, 2015;Hoeft et al, 2011;Plonski et al, 2017).…”
Section: Summary and Future Directionsmentioning
confidence: 99%