The anatomical foundations of acquired reading disorders: A neuropsychological verification of the dual-route model of reading

Ripamonti, Enrico; Aggujaro, S; Molteni, Franco; Zonca, Giusy; Frustaci, Mirella; Luzzatti, Claudio

doi:10.1016/j.bandl.2014.04.001

Cited by 97 publications

(64 citation statements)

References 137 publications

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“…‘it’, ‘the’), signifying an over-reliance on the semantic system. A recent behavior-lesion correlation study by Ripamonti and colleagues demonstrated consistent findings that surface dyslexia is predominantly associated with left temporal lesions and phonological dyslexia at left insula and the left inferior frontal gyrus (pars opercularis) {43}.…”

Section: Discussionmentioning

confidence: 83%

Dyslexic Characteristics of Chinese-Speaking Semantic Variant of Primary Progressive Aphasia

Ting

Foo

Chia

et al. 2018

JNP

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Reading disorder is a recognized feature in Primary Progressive Aphasia (PPA). Surface dyslexia, characterized by regularization errors, is typically seen in the English-speaking semantic variant of PPA (svPPA). However, dyslexic characteristics of other languages, particularly logographical languages such as Chinese, remain sparse in the literature. This study aims to characterize and describe the dyslexic pattern in this group of patients by comparing the English-speaking svPPA group to the Chinese-speaking group. We hypothesize that Chinese-speaking individuals with svPPA will likely commit less surface dyslexic errors. By accessing the database of Singapore’s National Neuroscience Institute and National Alzheimer’s Coordinating Center of United States, we identified 3 Chinese- and 18 English-speaking svPPA patients for comparison respectively. The results suggest that instead of surface dyslexia, Chinese-speaking svPPA is characterized by a profound deep dyslexic error. Based on current evidence suggesting the role of temporal pole as semantic convergence center, we conclude that this region also mediates and converges lexical-semantic significance in logographical languages.

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Section: Discussionmentioning

confidence: 83%

Dyslexic Characteristics of Chinese-Speaking Semantic Variant of Primary Progressive Aphasia

Ting

Foo

Chia

et al. 2018

JNP

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“…Once reading is acquired the two pathways could flexibly be used for reading depending on context. Typically, frequent words are read without phonological decoding, while new words require explicit grapheme/phoneme conversion and phonological analysis (Ripamonti et al, 2014). Experiments 2 and 3 explore the interaction between phonological decoding and ortho graphic coding during reading.…”

Section: Discussionmentioning

confidence: 99%

Atypical phonological processing impairs written word recognition in children with cochlear implants

Bouton¹,

Colé

Serniclaes

et al. 2015

Language, Cognition and Neuroscience

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International audienceChildren equipped with cochlear implant (CI) do not achieve similar levels of word recognition as typical hearing (TH)children, but it is unclear whether the reading deficit results from less accurate phonological representations, atypicalreading procedures, or both. Phonological representations are crucial for reading acquisition in an alphabetic writingsystem, but CI users learn to read without having achieved the same level of speech perception as TH children. In thisbehavioural study, we addressed whether word reading in children using a CI (n = 25) is as strongly anchored inphonological operations as in TH children, matched for both chronological age (n = 25) and reading experience (n = 25).Using auditory phoneme perception tasks, we confirmed that children with a CI performed less accurately than TH children.When further tested for visual word recognition, CI users applied the same basic reading procedure as TH children, i.e.,they read pseudowords through phonological decoding and irregular words through orthographic coding. Finally, using avisual lexical task where subjects had to decide whether pseudowords were or not real words, we observed that CI usersrejected word homophones as accurately as TH children, but performed less well than TH controls for rejecting nonhomophonespseudowords. Preserved performance for homophones but not for non-homophones relative to controlssuggests that children using a CI compensate for defective phonological processing by relying on lexical representations.Altogether, this series of studies allows us to propose that the reading operations in children with a CI are similar in natureas in TH children, yet constrained by less reliable phonological representations

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“…These findings are in line Multifactorial pathways towards resilience for children at risk for dyslexia 16 with previous work 51,57,59 , and our results demonstrate that it is not only the rate of development in the right SLF over the course of learning to read, but that higher FA in this tract at the time a child begins formal reading instruction is significantly related to better word reading outcomes later on. The specificity of relationships between the right SLF and subsequent decoding abilities among at-risk children only suggests that at-risk children who acquire better word reading abilities may be utilizing the righthemispheric correlate of the left-hemispheric 'indirect route' for decoding that has been previously characterized in typical reading development 80 . Furthermore, this significant relationship was independent of SES, which suggests that the trajectory of at-risk children in the present study is not solely explainable by socioeconomic factors.…”

Section: Socioeconomic Status: An Important Environmental Factor Linkmentioning

confidence: 97%

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

Zuk

Dunstan

Norton³

et al. 2019

Preprint

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ABSTRACTRecent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop dyslexia to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners who subsequently developed dyslexia, those who did not were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and microstructure of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between microstructure of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: microstructure of the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at-risk children. This study has important implications for approaches to early screening, and assessment strategies for at-risk children.

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The anatomical foundations of acquired reading disorders: A neuropsychological verification of the dual-route model of reading

Cited by 97 publications

References 137 publications

Dyslexic Characteristics of Chinese-Speaking Semantic Variant of Primary Progressive Aphasia

Dyslexic Characteristics of Chinese-Speaking Semantic Variant of Primary Progressive Aphasia

Atypical phonological processing impairs written word recognition in children with cochlear implants

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

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