When left‐hemisphere reading is compromised: Comparing reading ability in participants after left cerebral hemispherectomy and participants with developmental dyslexia

Katzir, Tami; Christodoulou, Joanna A.; Bode, Stella de

doi:10.1111/epi.13507

Cited by 6 publications

(7 citation statements)

References 33 publications

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“…Across measures, both groups performed one standard deviation below the population mean, on average. These performance statistics extend prior hemispherectomy research that used experimental reading tasks or a narrower reading-related battery [17,37]. Combined group performance in the current study aligns with performance on the same measures administered previously by Katzir et al (2016) that were approximately 1.5 standard deviations below the population mean on single word reading outcomes [37].…”

Section: Discussionsupporting

confidence: 81%

“…These performance statistics extend prior hemispherectomy research that used experimental reading tasks or a narrower reading-related battery [17,37]. Combined group performance in the current study aligns with performance on the same measures administered previously by Katzir et al (2016) that were approximately 1.5 standard deviations below the population mean on single word reading outcomes [37]. Consistent with our findings, post-hemispherectomy nonverbal cognitive scores have been shown to be approximately 30 standard score points (i.e., 2 SDs) below the population mean [38].…”

Section: Discussionsupporting

confidence: 67%

“…While reading is largely supported by left hemisphere networks for the general population, the right hemisphere can support reading abilities in isolation [21,[33][34][35][36][37][38]. Research comparing children who underwent left hemispherectomy with prenatal (LH early ) or postnatal (LH late ) insults and children with developmental dyslexia (DD) found that LH early performed similarly to those with DD on untimed reading measures but more poorly on timed measures, and LH late were significantly worse than DD and LH early on both timed and untimed measures [37]. Similarly, preserved left hemisphere function (with postnatal seizure onset) was associated with stronger performance on language, verbal memory, and cognition (verbal and nonverbal) [38].…”

Section: Discussionmentioning

confidence: 99%

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Literacy-related skills among children after left or right hemispherectomy

Christodoulou

Halverson

Meegoda

et al. 2021

Epilepsy & Behavior

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Objective: Following hemispherectomy surgery, children's educational outcomes are of great importance but are understudied. The study goal was to investigate reading, language, and nonverbal cognitive skills in children obligatorily relying on a left versus right hemisphere using a cross-sectional design. Methods: Participants (ages 6-18) who had undergone left hemispherectomy (LH; n = 10) or right hemispherectomy (RH; n = 14) completed standardized measures of reading, language, and nonverbal cognition. Results: LH and RH groups were balanced for socioeconomic status, sex, and age. Both groups scored below the population mean across standardized measures (RH: À0.79 to À1.95 SDs; LH: À0.97 to À2.32 SDs). Compared to the LH group, the group retaining a functional left hemisphere (RH group) learned to read sooner (p = .011) despite no significant differences for surgery age, and scored higher on untimed real word and pseudoword reading measures (p < .05). Effect sizes were medium (r = 0.34-0.46) for the LH and RH comparison on measures of phonological awareness and both untimed and timed word and pseudoword reading. In examining the association between clinical variables and readingrelated outcomes, younger age of post-hemispherectomy reading acquisition and shorter duration between seizure onset and hemispherectomy surgery were associated with higher standardized reading and language test scores (p < .05). Significance: Investigations of psychoeducational skills in reading, language, and nonverbal cognition among children who have undergone hemispherectomy can offer important insights into compensatory potential for left and right hemispheres as well as inform educational programming for children following medical stabilization.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

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Literacy-related skills among children after left or right hemispherectomy

Christodoulou

Halverson

Meegoda

et al. 2021

Epilepsy & Behavior

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“…MBE research has also converged with theories of learning (e.g., dynamic skills theory; Fischer & Bidell, 2006) to reveal that skill acquisition is dynamic, with the impact of reading instruction differing by student and environmental characteristics, as well as by academic calendar phases (i.e., during summer vacation; Romeo et al, 2018; Meisler et al, 2023). Insights from studies on reading abilities among individuals with distinct neural architecture (e.g., relying on a single hemisphere as a consequence of epilepsy‐related surgery) have likewise emphasized the resilience of students and the multiple pathways to reading progress (Christodoulou et al, 2021; Katzir, Christodoulou, & DeBode, 2017). Across these types of contributions, MBE has advanced how we conceptualize learning and teaching.…”

Section: Joanna a Christodouloumentioning

confidence: 99%

Reflections on the past two decades of Mind, Brain, and Education

Ozernov‐Palchik,

Pollack,

Bonawitz

et al. 2024

Mind Brain and Education

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In the early 2000s, Kurt Fischer and colleagues founded the Mind, Brain, and Education (MBE) field (Blake & Gardner, 2007;Fischer & Bidell, 2006), including a flagship journal, society (International Mind, Brain, Education Society [IMBES]), and a master's degree program at the Harvard Graduate School of Education (Harvard). The MBE program was the first-of-its-kind, focused on the intersection of neurobiology, psychology, and educational research and practice (Blake & Gardner, 2007;Fischer, 2009). Between its first cohort in 2004 and its final cohort in 2022, the program graduated 668 students from around the world (see Figure 1). Contemporaneously, scholars developed MBE or related Educational Neuroscience initiatives in several US states, Canada,

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“…In terms of academic achievement, 65% of patients can read, 61% can write, and 3% have arithmetic skills beyond counting [24]. Patients with a remaining right hemisphere are able to achieve word reading outcomes that are inferior to those with a remaining left hemisphere, but comparable to peers with developmental dyslexia [25]. In the long‐term follow up of children undergoing hemispherectomy, intelligence ranged from severely impaired to low‐average [24].…”

Section: Cognition and Education Outcomesmentioning

confidence: 99%

Knowledge gaps for functional outcomes after multilobar resective and disconnective pediatric epilepsy surgery: Conference Proceedings of the Patient‐Centered Stakeholder Meeting 2019

Jones

Harris

Perry

et al. 2022

Epileptic Disorders

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For children with medication-resistant epilepsy who undergo multilobar or hemispheric surgery, the goal of achieving seizure freedom is met with a variety of potential functional consequences, both favorable and unfavorable. However, there is a paucity of literature that comprehensively addresses the cognitive, medical, behavioral, orthopedic, and sensory outcomes across the lifespan following large epilepsy surgeries in childhood, leaving all stakeholders underinformed with regard to counseling and expectations. Through collaboration between clinicians, researchers, and patient/caregiver stakeholders, the "Functional Impacts of Large Resective or Disconnective Pediatric Epilepsy Surgery: Identifying Gaps and Setting PCOR Priorities" meeting was convened on July 18, 2019, to identify gaps in knowledge and inform various patient-centered research initiatives. Clinicians and researchers with content expertise presented the best available data in each functional domain which is summarized here. As a result of the meeting, the top three consensus priorities included research focused on postoperative: (1) hydrocephalus; (2) mental health issues; and (3) literacy and other educational outcomes. The proceedings of this meeting mark the first time research on functional outcomes after resective and disconnective pediatric epilepsy surgery has been codified and shared among multidisciplinary stakeholders. This joint initiative promotes continued collaboration in the field and ensures that advancements align with actual patient and family needs and 50 •

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When left‐hemisphere reading is compromised: Comparing reading ability in participants after left cerebral hemispherectomy and participants with developmental dyslexia

Cited by 6 publications

References 33 publications

Literacy-related skills among children after left or right hemispherectomy

Literacy-related skills among children after left or right hemispherectomy

Reflections on the past two decades of Mind, Brain, and Education

Knowledge gaps for functional outcomes after multilobar resective and disconnective pediatric epilepsy surgery: Conference Proceedings of the Patient‐Centered Stakeholder Meeting 2019

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