The left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia

Mark, Sanne van der; Klaver, Peter; Bücher, Kerstin; Maurer, Urs; Schulz, Enrico; Brem, Silvia; Martin, Ernst; Brandeis, Daniel

doi:10.1016/j.neuroimage.2010.10.002

Cited by 232 publications

(187 citation statements)

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“…In the present study, right hemisphere connectivity between AG and pericalcarine cortex positively correlated with phonemic decoding. Aberrant connectivity of visual regions in RD has also been shown in several recent reports (van der Mark et al 2011;Finn et al 2013;Fan et al 2014;Schurz et al 2014). Deficits in basic visual processing have long been linked with RD, particularly in the magnocellular pathway (Demb et al 1998).…”

Section: Discussionmentioning

confidence: 65%

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

2015

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Reading skills vary widely in both children and adults, with a number of factors contributing to this variability. The most prominent factor may be related to efficiency of storage, representation, or retrieval of speech sounds. This phonological hypothesis is supported by findings of reduced activation in poor readers in left hemisphere ventro-lateral prefrontal and temporo-parietal phonological processing regions. Less well explained by phonological theories are reported hyperactivation in prefrontal, striatal, and insular regions. This study investigated functional connectivity of a core phonological processing region, the temporo-parietal junction (TPJ), in relation to reading skill in an adult community sample. We hypothesized that connectivity between TPJ and regions implicated in meta-analyses of reading disorder would correlate with individual differences in reading. Forty-four adults aged 30-54, ranging in reading ability, underwent resting fMRI scans. Data-driven connectivity clustering was used to identify TPJ subregions for seed-based connectivity analyses. Correlations were assessed between TPJ connectivity and timed-pseudoword reading (decoding) ability. We found a significant correlation wherein greater left supramarginal gyrus to anterior caudate connectivity was associated with weaker decoding. This suggests that hyperactivation of the dorsal striatum, reported in poor readers during reading tasks, may reflect compensatory or inefficient overintegration into attention networks.

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Section: Discussionmentioning

confidence: 65%

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

2015

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“…Boets et al (2013) report that the left-sided brain network subtending phonological reading subskills-that is, the superior temporal gyrus and the inferior frontal gyrus-is less strongly connected in dyslexic than in skilled readers. Interestingly, these phonological regions are functionally and structurally linked to the reading networks (e.g., Cao, Bitan, & Booth, 2008;Steinbrink et al, 2008;van der Mark et al, 2011;Vandermosten et al, 2012), which explains why their role in reading must be significant. Studies conducted across alphabetic languages report that these phonological abilities tend to have the strongest contribution to reading development at the first stages of reading acquisition, when most of the orthographic inputs are unfamiliar and need to be decoded phonologically (Bosse & Valdois, 2009;Vaessen et al, 2010;Ziegler et al, 2010).…”

Section: Reading Subskills: Auditory Phonology and Visual Attention Spanmentioning

confidence: 99%

Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis

Lallier

Carreiras

2017

Psychon Bull Rev

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Reading acquisition is one of the most complex and demanding learning processes faced by children in their first years of schooling. If reading acquisition is challenging in one language, how is it when reading is acquired simultaneously in two languages? What is the impact of bilingualism on the development of literacy? We review behavioral and neuroimaging evidence from alphabetic writing systems suggesting that early bilingualism modulates reading development. Particularly, we show that cross-linguistic variations and cross-linguistic transfer affect bilingual reading strategies as well as their cognitive underpinnings. We stress the fact that the impact of bilingualism on literacy acquisition depends on the specific combination of languages learned and does not manifest itself similarly across bilingual populations. We argue that these differences can be explained by variations due to orthographic depth in the grain sizes used to perform reading and reading-related tasks. Overall, we propose novel hypotheses to shed light on the behavioral and neural variability observed in reading skills among bilinguals.Keywords Bilingualism . Reading development . Orthographic depth . Grain size Reading acquisition involves the recruitment and coordination of multiple cognitive and neural resources to build up fluent letter-to-sound mappings. However, the development of these complex mechanisms is not equal across languages. In alphabetic orthographies, the degree of difficulty affecting reading acquisition is modulated by factors linked to the complexity of letter-sound associations and to the size of the grain used in reading and reading related tasks. Although research has endeavored to improve our knowledge of reading acquisition across languages in monolingual settings, the number of behavioral (and neuroimaging) studies that look at reading development in bilinguals is rather scarce, making this population a clear outlier in this field of research. However, the rapid increase in the number of children acquiring reading in two languages simultaneously begs for more research on this question. The main goal of this article is to complement classic monolingual-centered research and take a step forward in proposing a novel framework on reading acquisition in bilinguals that will help to address unresolved questions on this topic: Namely, does bilingualism affect reading acquisition? And, if so, how does this influence manifest itself?In that aim, first, we present work that highlights the cognitive and neural bases of reading skills and reading subskills (auditory phonology and visual attention) in the context of monolingual and bilingual reading acquisition in alphabetic orthographies. Second, we review behavioral and neuroimaging evidence in monolinguals and bilinguals showing how orthographic-specific modulations shape the use of reading strategies and the size of the grain used in reading and reading-related tasks. Third, we propose the grain size accommodation hypothesis, which should contribute to predicti...

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“…Thus, some sort of initial interaction or top-down prediction and surface assessment possibly takes place at this early stage (later combined with higher level processing, e.g., Hauk et al, 2006) that is reflected in greater P1/N1 amplitude in Task 2. A delay in this taskeffect among the dyslexic participants could be caused by reported reduced activation and reduced functional connectivity between vOTC and other language areas (van der Mark et al, 2011;Price and Devlin, 2011). Thus, this work provides further insight into whether 'seeing is knowing' with the controls 'knowing' the difference between the two tasks once they 'see' (indexed by P1 ERP component) but not the dyslexics possibly due to impaired early activation already shown in previous research (e.g., Taroyan & Nicolson, 2009;Mahe et al, 2013).…”

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confidence: 99%

Seeing is knowing? Visual word recognition in non-dyslexic and dyslexic readers: An ERP study

Taroyan

2015

Visual Cognition

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The aim of the current study was to investigate whether phonological/semantic processing of the word takes place simultaneously with, or following, the early processing of its visual features. Event related potentials (ERPs) were recorded in thirteen dyslexic (4 female) and fourteen non-dyslexic (6 female) native English speaking young adults in two lexical decision tasks. In Task 1 participants had to make an orthographic lexical decision to distinguish frequently used words (W) from pseudohomophones (PH1) focusing on visual properties of stimuli. In Task 2 they had to make a phonological lexical decision -to pseudohomophones (PH2) and pseudowords (PW) and decide whether stimuli sounded like real words -focusing on non-visual higher order, i.e., phonological and semantic, processing of the stimuli. The behavioural performance was less good and the ERP peaks' latency longer in dyslexics compared to controls. Similarly to Twomey, Kawabata Duncan, Price & Devlin (2011), the reaction times (RTs) and the number of errors (reversed for the controls in Task 2) increased across four conditions for both groups in the following order: W< PH1< PH2< PW. The ERPs were larger in Task 2 compared to Task 1 starting at 100 ms (P1) for the controls and from about 220 ms (P2) for the dyslexics. The latency of N2 peak in left occipito-temporal sites was larger (as was the number of errors) in PH2 compared to PW condition in controls only, which indicates phonological/semantic specific processing at a time latency of 250-260 ms. Thus, the visual task required less effort than the phonological task, dyslexics' behavioural performance was less good and the brain activation delayed compared to controls. Combined behavioural and ERP results of this study indicated that phonological/semantic processing of the word took place 150 ms after processing of its visual features in controls and possibly later in dyslexics.

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The left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia

Cited by 232 publications

References 100 publications

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis

Seeing is knowing? Visual word recognition in non-dyslexic and dyslexic readers: An ERP study

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