scholarly journals Aberrant Prestimulus Oscillations in Developmental Dyslexia Support an Underlying Attention Shifting Deficit

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Lars Meyer ◽  
Gesa Schaadt
Keyword(s):  
Academic Success ◽  
Developmental Dyslexia ◽  
Adult Life ◽  
Oddball Paradigm ◽  
Alpha Band ◽  
Attention Shifting ◽  
Attention Switching ◽  
Good Readers ◽  
Phonological Deficits ◽  
Reading Abilities

Abstract Developmental dyslexia (DD) impairs reading and writing acquisition in 5–10% of children, compromising schooling, academic success, and everyday adult life. DD associates with reduced phonological skills, evident from a reduced auditory mismatch negativity (MMN) in the electroencephalogram (EEG). It was argued that such phonological deficits are secondary to an underlying deficit in the shifting of attention to upcoming speech sounds. Here, we tested whether the aberrant MMN in individuals with DD is a function of EEG correlates of prestimulus attention shifting; based on prior findings, we focused prestimulus analyses on alpha-band oscillations. We administered an audio–visual oddball paradigm to school children with and without DD. Children with DD showed EEG markers of deficient attention switching (i.e., increased prestimulus alpha-band intertrial phase coherence [ITPC]) to precede and predict their reduced MMN—aberrantly increased ITPC predicted an aberrantly reduced MMN. In interaction, ITPC and MMN predicted reading abilities, such that poor readers showed both high ITPC and a reduced MMN, the reverse being true in good readers. Prestimulus ITPC may be an overlooked biomarker of deficient attention shifting in DD. The findings support the proposal that an attention shifting deficit underlies phonological deficits in DD, entailing new opportunities for targeted intervention.

scholarly journals Sleep Spindle Activity Is Correlated With Reading Abilities in Developmental Dyslexia

SLEEP ◽  
2009 ◽  
Vol 32 (10) ◽  
pp. 1333-1340 ◽  
Author(s):  
Oliviero Bruni ◽  
Raffaele Ferri ◽  
Luana Novelli ◽  
Monica Terribili ◽  
Miriam Troianiello ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Sleep Spindle ◽  
Spindle Activity ◽  
Reading Abilities

Dyslexia versus visual difficulties in reading and writing. A comment in discussion

2019 ◽  
Vol LXXX (4) ◽  
pp. 256-267
Author(s):  
Ewa Boksa ◽  
Renata Cuprych
Keyword(s):  
Word Recognition ◽  
Visual System ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Word Identification ◽  
Word Decoding ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Phonological Deficits ◽  
The World

Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.

scholarly journals Rhythm perception and production predict reading abilities in developmental dyslexia

2014 ◽  
Vol 8 ◽  
Author(s):  
Elena Flaugnacco ◽  
Luisa Lopez ◽  
Chiara Terribili ◽  
Stefania Zoia ◽  
Sonia Buda ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Rhythm Perception ◽  
Reading Abilities

scholarly journals Temporal event-structure coding in developmental dyslexia: Evidence from explicit and implicit temporal processes

Psihologija ◽  
2010 ◽  
Vol 43 (4) ◽  
pp. 359-373 ◽  
Author(s):  
Mark Elliott ◽  
Louise Shanagher
Keyword(s):  
Information Processing ◽  
Functional Connectivity ◽  
Developmental Dyslexia ◽  
Temporal Processing ◽  
Systems Approach ◽  
Event Structure ◽  
Experimental Task ◽  
Matched Sample ◽  
Phonological Deficits ◽  
Whole Systems

As an alternative to theories positing visual or phonological deficits it has been suggested that the aetiology of dyslexia takes the form of a temporal processing deficit that may refer to impairment in the functional connectivity of the processes involved in reading. Here we investigated this idea in an experimental task designed to measure simultaneity thresholds. Fifteen children diagnosed with developmental dyslexia, alongside a matched sample of 13 normal readers undertook a series of threshold determination procedures designed to locate visual simultaneity thresholds and to assess the influence of subthreshold synchrony or asynchrony upon these thresholds. While there were no significant differences in simultaneity thresholds between dyslexic and normal readers, indicating no evidence of an altered perception, or temporal quantization of events, the dyslexic readers reported simultaneity significantly less frequently than normal readers, with the reduction largely attributable presentation of a subthreshold asynchrony. The results are discussed in terms of a whole systems approach to maintaining information processing integrity.

scholarly journals Is my Arm moving? Proprioceptive impairment in Developmental Dyslexia

2020 ◽  
Author(s):  
Julie Laprevotte ◽  
Charalambos Papaxanthis ◽  
Sophie Saltarelli ◽  
Patrick Quercia ◽  
Jeremie Gaveau
Keyword(s):  
Developmental Dyslexia ◽  
Sensory System ◽  
Cognitive Disorder ◽  
Learning Disorder ◽  
Reading Practice ◽  
Reading Deficits ◽  
Specific Learning Disorder ◽  
Reading Abilities ◽  
Sensory Impairments ◽  
Speed Perception

Developmental Dyslexia is a specific learning disorder causing reading deficits. Although it has long been considered a purely cognitive disorder, mounting evidence revealed that Developmental Dyslexia is associated with sensory impairments. Because these impairments are restrained to vision and hearing, both senses being heavily involved in reading, a large controversy exists regarding their role in the pathophysiology of Developmental Dyslexia. Cognitive theories argue that sensory impairments are caused by the lack of reading practice, and mainly represent an aggravating factor. Sensory theories argue that damaged neural mechanisms cause sensory impairments that, themselves, cause reading disabilities. An important prediction from sensory theories is that sensory troubles should encompass the whole sensory system. Here, we directly tested proprioceptive acuity in dyslexic children and age-matched controls. We used a well-known speed perception task where a robotic manipulandum passively rotates a child s elbow and the child presses a trigger as soon as he felts the motion. Although dyslexics and controls equally well detected salient stimuli, dyslexics were strongly impaired at detecting weaker stimuli. Furthermore, we found that proprioceptive acuity positively correlated with reading abilities. These results cannot be explained by a lack of reading practice and thus strongly support sensory theories of Developmental Dyslexia.

scholarly journals Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

Brain ◽  
2013 ◽  
Vol 136 (2) ◽  
pp. 630-645 ◽  
Author(s):  
Franck Ramus ◽  
Chloe R. Marshall ◽  
Stuart Rosen ◽  
Heather K. J. van der Lely
Keyword(s):  
Developmental Dyslexia ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Multidimensional Model ◽  
Specific Language ◽  
Phonological Deficits

scholarly journals Characteristics of academic adaptation and cognitive functions of students with disabilities

2020 ◽  
Vol 47 (5) ◽  
pp. 258-272
Author(s):  
Rail M. Shamionov ◽  
◽  
Marina V Grigorieva ◽  
Alexey V. Sozonnik ◽  
Elena S. Grinina ◽  
...  
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Cognitive Functions ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Student Thinking ◽  
Attention Switching ◽  
State University System ◽  
Academic Adaptation ◽  
The Relationship

The correlation of the characteristics of academic adaptation and cognitive functions of students with disabilities will make it possible to develop the best strategies in implementing the principle of equal educational opportunities in higher educational institutions for all students. The purpose of this study is to analyze the relationship between the characteristics of academic adaptation and the cognitive functions of students with disabilities and without health restrictions. It is assumed that there is a specificity of cognitive functions and academic adaptation of students with HIA and without restrictions that contribute to academic adaptation and academic success. The study involved 419 students, including 32 (7.8%) students with disabilities. The following methods and techniques were used. The components of academic adaptation were measured using the academic adaptation scale (Shamionov R.M., Grigoriev M.V., Grinina E.S., Sozonnik A.V.). Methods included in the Practice-Moscow State University system were used to evaluate cognitive functions. To study the features of student thinking, the test "Complex analogies" was used, which allows you to identify verbal abilities (thinking by analogy). The assessment of the ability to concentrate and switch attention was carried out using the test "Red-black tables" (F.D. Gorbov). Assessment of students' logical thinking was performed using the Quantitative Relationships test. To evaluate the formal logical abilities and abilities for cognitive learning of students, the Standard Progressive Raven Matrices technique was used. Socio-demographic indicators were measured using the developed questionnaire. As a result of the study, the similarity of indicators of personal, emotional-evaluation, cognitive and motivational components of academic adaptation was established. The severity of psychophysiological (t=3.25; p<0.01) and communicative (t=2.05; p<0.05) components is lower in students with disabilities. Significant differences have been established in the main indicators of attention switching. Lower indicators of attention switching (t=2.82; p<0.02), low pace (t=2.39; p<0.03), accuracy (t=2.27; p<0.04) and productivity (t=2.63; p<0.02) were identified. The relationship between the characteristics of academic adaptation and cognitive functions is predominantly reduced not to the function itself, but to the general performance, time spent on solving certain problems. The higher success of studies at the university of those who have the ability to understand abstraction and complex logical (r=0.219; p<0.01) connections has been confirmed. Conclusions were drawn on the need to create conditions for the implementation of the principle of equal opportunities in the process of teaching students with disabilities in terms of individualizing the educational trajectory, creating conditions for improving communicative competence and mechanisms of psychophysiological self-regulation.

scholarly journals Speech–Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits

2020 ◽  
Vol 10 (12) ◽  
pp. 920
Author(s):  
Juliana Dushanova ◽  
Yordanka Lalova ◽  
Antoaneta Kalonkina ◽  
Stefan Tsokov
Keyword(s):  
Developmental Dyslexia ◽  
Verbal Memory ◽  
Right Hemisphere ◽  
Parietal Lobe ◽  
Inferior Frontal Gyrus ◽  
Posterior Part ◽  
Cortical Reorganization ◽  
Frequency Entrainment ◽  
Phonological Deficits ◽  
The Right

Developmental dyslexia is a cognitive disorder characterized by difficulties in linguistic processing. Our purpose is to distinguish subtypes of developmental dyslexia by the level of speech–EEG frequency entrainment (δ: 1–4; β: 12.5–22.5; γ1: 25–35; and γ2: 35–80 Hz) in word/pseudoword auditory discrimination. Depending on the type of disabilities, dyslexics can divide into two subtypes—with less pronounced phonological deficits (NoPhoDys—visual dyslexia) and with more pronounced ones (PhoDys—phonological dyslexia). For correctly recognized stimuli, the δ-entrainment is significantly worse in dyslexic children compared to controls at a level of speech prosody and syllabic analysis. Controls and NoPhoDys show a stronger δ-entrainment in the left-hemispheric auditory cortex (AC), anterior temporal lobe (ATL), frontal, and motor cortices than PhoDys. Dyslexic subgroups concerning normolexics have a deficit of δ-entrainment in the left ATL, inferior frontal gyrus (IFG), and the right AC. PhoDys has higher δ-entrainment in the posterior part of adjacent STS regions than NoPhoDys. Insufficient low-frequency β changes over the IFG, the inferior parietal lobe of PhoDys compared to NoPhoDys correspond to their worse phonological short-term memory. Left-dominant 30 Hz-entrainment for normolexics to phonemic frequencies characterizes the right AC, adjacent regions to superior temporal sulcus of dyslexics. The pronounced 40 Hz-entrainment in PhoDys than the other groups suggest a hearing “reassembly” and a poor phonological working memory. Shifting up to higher-frequency γ-entrainment in the AC of NoPhoDys can lead to verbal memory deficits. Different patterns of cortical reorganization based on the left or right hemisphere lead to differential dyslexic profiles.

Neural signatures of phonological deficits in Chinese developmental dyslexia

NeuroImage ◽  
2017 ◽  
Vol 146 ◽  
pp. 301-311 ◽  
Author(s):  
Fan Cao ◽  
Xin Yan ◽  
Zhao Wang ◽  
Yanni Liu ◽  
Jin Wang ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Phonological Deficits ◽  
Neural Signatures
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