Verbal Working Memory‐Balance program training alters the left fusiform gyrus resting‐state functional connectivity: A randomized clinical trial study on children with dyslexia

Abstract

Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly‐designed training program, Verbal Working Memory‐Balance (VWM‐B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM‐B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM‐B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia.

Cognitive-Motor Training Improves Reading-Related Executive Functions: A Randomized Clinical Trial Study in Dyslexia

“…All 27 children were assigned to either the active control group or the experimental group, with the active control group consisting of 12 children with DD and the experimental group containing 15 children with DD. The study sample size was consistent with past comparable studies [2,60]. A post-hoc power analysis was also conducted to show the power of the current study sample size.…”

“…Among computer-based training programs evaluated in DD, some positive effects have been shown on EF [22,[57][58][59]. These training programs were usually single-task; however, it has been suggested that training by two or more modalities in combination would be more effective [2,22,60]. Dual-task training protocols can effectively modulate attention, EFs, and standing postural control in different populations [61][62][63].…”

“…Dual-task training protocols can effectively modulate attention, EFs, and standing postural control in different populations [61][62][63]. Based on our best knowledge, the only computer-based dual-task (a mix of cognitive and balance-related performance) training program, called Verbal Working Memory-BalanceVWM-B, has recently been evaluated in DD [2,60]. The positive effects of the VWM-B have been shown on the cognitive (verbal WM capacity and reading skills) and motor functions of children with DD [2,60].…”

“…Based on our best knowledge, the only computer-based dual-task (a mix of cognitive and balance-related performance) training program, called Verbal Working Memory-BalanceVWM-B, has recently been evaluated in DD [2,60]. The positive effects of the VWM-B have been shown on the cognitive (verbal WM capacity and reading skills) and motor functions of children with DD [2,60]. It is widely admitted that WM plays a crucial role in DD [2,32,34,36].…”

“…It is widely admitted that WM plays a crucial role in DD [2,32,34,36]. Furthermore, the VWM-B program has been shown to improve verbal WM capacity [2,60]. Therefore, it is reasonable to assume that VWM-B may also improve other EFs related to reading.…”