Functional MRI activation in children with and without dyslexia during pseudoword aural repeat and visual decode: Before and after treatment.

Children without dyslexia (n=10) received nonphonological treatment, and those with dyslexia received phonological (n=11) or nonphonological (n=9) treatment. Before and after treatment they performed aural repeat, visual decode, and aural match pseudoword tasks during functional MRI scanning that separated stimulus input from response production. Group map analysis indicated that children with dyslexia overactivated compared with good readers during the aural-repeat/aural-match contrast in bilateral frontal (Brodmann's area [BA] 3, 4, 5, 6, 9), left parietal (BA 2, 3), left temporal (BA 38), and right temporal (BA 20, 21, 37) regions (stimulus input) and underactivated in right frontal (BA 24, 32) and right insula (BA 48) regions (response production); they underactivated in BA 19/V5 during the visual-decode/aural-match contrast (response production). Individual brain analysis for children with dyslexia revealed that during the aural-repeat/aural-match contrast (stimulus input), phonological treatment decreased and normalized activation in left supramarginal gyrus and postcentral gyrus. Nonphonological treatment increased and normalized activation during the visual-decode/aural-match contrast (response production) in BA19/V5 and changed activation in the same direction as good readers during aural-repeat/aural-match contrast (stimulus input) in left postcentral gyrus. The significance of the findings for competing theories of dyslexia is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Altering the brain circuits for reading through intervention: A magnetic source imaging study.

Intervention-related changes in spatiotemporal profiles of regional brain activation were examined by whole-head magnetoencephalography in 15 children with severe reading difficulties who had failed to show adequate progress to quality reading instruction during Grade 1. Intensive intervention initially focused on phonological decoding skills (for 8 weeks) and, during the subsequent 8 weeks, on rapid word recognition ability. Clinically significant improvement in reading skills was noted in 8 children who showed "normalizing" changes in their spatiotemporal profiles of regional brain activity (increased duration of activity in the left temporoparietal region and a shift in the relative timing of activity in temporoparietal and inferior frontal regions). Seven children who demonstrated "compensatory" changes in brain activity (increased duration of activity in the right temporoparietal region and frontal areas, bilaterally) did not show adequate response to intervention. Nonimpaired readers did not show systematic changes in brain activity across visits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metabolic abnormalities in developmental dyslexia detected by 1H magnetic resonance spectroscopy

BACKGROUND: Neurological and physiological deficits have been reported in the brain in developmental dyslexia. The temporoparietal cortex has been directly implicated in dyslexic dysfunction, and substantial indirect evidence suggests that the cerebellum is also implicated. We wanted to find out whether the neurological and physiological deficits manifested as biochemical changes in the brain. METHODS: We obtained localised proton magnetic resonance spectra bilaterally from the temporo-parietal cortex and cerebellum of 14 well-defined dyslexic men and 15 control men of similar age. FINDINGS: We found biochemical differences between dyslexic men and controls in the left temporo-parietal lobe (ratio of choline-containing compounds [Cho] to N-acetylaspartate [NA] p< or =0.01) and right cerebellum (Cho/NA, p< or = 0.01; creatine [Cre] to NA p< or =0.05; (not significant). We found lateral biochemical differences in dyslexic men in both these brain regions (Cho/NA in temporo-parietal lobe, left vs right, p< or =0.01; Cre/NA in cerebellum, left vs right, p< or =0.001). We found no such lateral differences in controls. There was no significant relation between the degree of contralateral chemical difference and handedness in dyslexic or control men. INTERPRETATION: We suggest that the observed differences reflect changes in cell density in the temporo-parietal lobe in developmental dyslexia and that the altered cerebral structural symmetry in dyslexia is associated with abnormal development of cells or intracellular connections or both. The cerebellum is biochemically asymmetric in dyslexic men, indicating altered development of this organ. These differences provide direct evidence of the involvement of the cerebellum in dyslexic dysfunction.     

Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia.

The authors examined the developmental trajectories of children's early letter knowledge in relation to measures spanning and encompassing their prior language-related and cognitive measures and environmental factors and their subsequent Grade 1 reading achievement. Letter knowledge was assessed longitudinally at ages 4.5, 5.0, 5.5, and 6.5 years; earlier language skills and environmental factors were assessed at ages 3.5 and 4.5 years; and reading achievement was assessed at the beginning and end of Grade 1. The analyses were conducted on a longitudinal data set involving children with and without familial risk for dyslexia. Emerging from the trajectory analysis of letter knowledge were 3 separate clusters: delayed (n = 63), linearly growing (n = 73), and precocious (n = 51). The members of the delayed cluster were predominantly children with familial risk for dyslexia, and the members of the precocious cluster were predominantly control group children. Phonological sensitivity, phonological memory, and rapid naming skills predicted delayed letter knowledge. Environmental predictors included level of maternal education and the amount of letter name teaching. Familial risk for dyslexia made a significant contribution to the predictive relations. Membership in the delayed cluster predicted poor reading performance at Grade 1. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Functional disruption of the brain mechanism for reading: Effects of comorbidity and task difficulty among children with developmental learning problems.

Objective: The study investigated the relative degree and timing of cortical activation associated with phonological decoding in poor readers. Method: Regional brain activity was assessed during performance of a pseudoword reading task and a less demanding, letter-sound naming task by three groups of students: children who experienced reading difficulties without attention problems (N = 50, RD) and nonreading impaired (NI) readers either with (N = 20) or without attention-deficit/hyperactivity disorder (ADHD; N = 50). Recordings were obtained with a whole-head neuromagnetometer, and activation profiles were computed through a minimum norm algorithm. Results: Children with RD showed decreased amplitude of neurophysiological activity in the superior temporal gyrus, bilaterally, and in the left supramarginal and angular gyri during late stages of decoding, compared to typical readers. These effects were restricted to the more demanding pseudoword reading task. No differences were found in degree of activity between NI and ADHD students. Regression analyses provided further support for the crucial role of left hemisphere temporoparietal cortices and the fusiform gyrus for basic reading skills. Conclusions: Results were in agreement with fMRI findings and replicate previous MEG findings with a larger sample, a higher density neuromagnetometer, an overt pseudoword reading task, and a distributed current source-modeling method. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Aberrant spatiotemporal activation profiles associated with math difficulties in children: A magnetic source imaging study.

The study investigates the relative degree and timing of cortical activation in parietal, temporal, and frontal regions during simple arithmetic tasks in children who experience math difficulties. Real-time brain activity was measured with magnetoencephalography during simple addition and numerosity judgments in students with math difficulties and average or above average reading skills (MD group, N = 14), students with below average scores on both math and basic reading tests (MD/RD group, N = 16) and students with above average scores on standardized math tests (control group, N = 25). Children with MD showed increased degree of neurophysiological activity in inferior and superior parietal regions in the right hemisphere compared to both controls and MD/RD students. Left hemisphere inferior parietal regions did not show the expected task-related changes and showed activity at a significant temporal delay. MD students also showed increased early engagement of prefrontal cortices. Taken together, these findings may indicate increased reliance on a network of right hemisphere parietal (and possibly frontal areas as well) for simple math calculations in students who experience math difficulties but perform within normal range in reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dyslexia and brain morphology.

Although the neurological basis of dyslexia has long been assumed, little direct evidence documents a relation between deviations in brain morphology and behavioral correlates of dyslexia. This article reviews two sources of evidence. Results of CT/MRI studies suggest that in the brains of dyslexics there is an increased incidence of symmetry in the region of the planum temporale and parietooccipital cortex that may be associated with language delay and handedness. Postmortem/cytoarchitectonic studies document symmetry of the plana, provide evidence of thalamic involvement, and chart widely distributed focal dysplasias preferentially involving the left frontal, left temporal, and right frontal regions. Methodological deficiencies characterize this literature, however, particularly regarding the diagnosis of dyslexia, appraisal of handedness and neurolinguistic deficits, and a failure to provide evidence that this pattern of involvement is unique to the dyslexic syndrome. These findings are discussed as they relate to neurobiological theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation Between Naming and Literacy in Children With Word-Finding Difficulties.

Difficulties with picture naming tasks are associated with literacy problems. When given naming tasks, children with dyslexia are slower to produce words and have a higher proportion of errors (M. Wolf & P. G. Bowers, 1999). However, little is known about the relation between literacy and naming in other populations. This study investigated this relation in 20 children (age 6 years 6 months to 7 years 11 months) with word-finding difficulties. The children in the sample performed very poorly on assessments of naming, but unlike children with dyslexia, they were found to have decoding and spelling abilities within the normal range. In addition, their abilities on phonological awareness tasks were at a similar level to their decoding abilities. In contrast, their performance on reading comprehension and language comprehension measures was significantly worse than their performance on decoding, spelling, and rhyme awareness measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Regional brain electrical activity in posttraumatic stress disorder after motor vehicle accident.

This study examined whether patients with posttraumatic stress disorder (PTSD) related to motor vehicle accidents (MVAs) would show an abnormal pattern of electroencephalographic (EEG) alpha asymmetries, which has been proposed for particular types of anxiety. Patients with PTSD (n = 22) or subsyndromal PTSD (n = 21), traumatized controls without PTSD (non-PTSD with MVA; n = 21), and healthy controls without MVA (n = 23) underwent measurement of EEG activity during baseline and exposure to a neutral, a positive, a negative, and an accident-related picture. Differences in brain asymmetry between groups were observed only during exposure to trauma-related material. PTSD and subsyndromal PTSD patients showed a pattern of enhanced right anterior and posterior activation, whereas non-PTSD with MVA participants showed the opposite pattern. Furthermore, posterior asymmetry in nontraumatized healthy controls varied with gender, with female participants showing a pattern of higher right posterior activation. The results support the hypothesis that symptomatic MVA survivors are characterized by a pattern of right hemisphere activation that is associated with anxious arousal and symptoms of PTSD during processing of trauma-specific information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dyslexia, neurolinguistic ability, and anatomical variation of the planum temporale

This article addresses the relationship between patterns of planum temporale symmetry/asymmetry and dyslexia and neurolinguistic abilities. Considerable research indicates that dyslexic individuals typically do not display the predominant pattern of leftward planum temporale asymmetry. Variable findings on the structural basis of symmetry are due partially to measurement issues, which are examined in some detail in this critical review. The physiological basis of symmetry may be reduced neuronal elimination in the right planum, although other alternatives are offered. Theories are offered to explain how symmetrical plana are related to dyslexia, and it is evident that symmetrical plana are not sufficient to produce dyslexia. However, some evidence suggests that nonleftward plana asymmetry is associated with deficits in verbal comprehension, phonological decoding, and expressive language. It is concluded that nonleftward asymmetry is associated with linguistic deficits, but that explanatory theories need to be further developed. Among the many issues that need to be addressed, future research needs to determine whether the relationship between patterns of planum temporale symmetry/asymmetry and linguistic ability is specific to dyslexia or if asymmetry covaries lawfully with linguistic abilities in nondyslexic populations.     

Left hemispheric neuronal heterotopia: a PET, MRI, EEG, and neuropsychological investigation of a university student

A 21-year-old left-handed medical student had a prominent unilateral cerebral cortical malformation due to an ontogenetic migration disorder. We performed neuropsychological studies, EEG, T1- and T2-weighted and proton-density MRI, and positron emission tomography (PET) (under both the resting condition and neuropsychological activation). Neuropsychological testing revealed normal intelligence and generally normal memory functioning but selective deficits in tests of verbal fluency and spatial-figural relationships. Proton-density and T2-weighted MRI revealed extensive left cortical heterotopia that included parts of the Wernicke area. PET under the resting condition revealed a small interhemispheric difference with slightly reduced glucose metabolism in the left temporoparietal cortical zone. An activation PET (with the patient performing a verbal fluency test) resulted in a normal overall increase in metabolism but marked deviations in cortical areas. The highest activity changes were in the Broca and Wernicke areas of the right hemisphere, and there was very little activation in those regions of the left hemisphere that were expected to respond well to the activation--the temporal, parietal, and temporo-occipital cortical zones. We conclude that there can be large compensations for unilateral heterotopia.     

Early Development of Neurophysiological Processes Involved in Normal Reading and Reading Disability: A Magnetic Source Imaging Study.

This longitudinal study examined the development of the brain mechanism involved in phonological decoding in beginning readers using magnetic source imaging. Kindergarten students were assigned to 2 groups: those who showed mastery of skills that are important predictors of proficient reading (low-risk group) and those who initially did not show mastery but later benefited from systematic reading instruction and developed average-range reading skills at the end of Grade 1 (high-risk responders). Spatiotemporal profiles of brain activity were obtained during performance of letter-sound and pseudoword naming tasks before and after Grade 1 instruction. With few exceptions, low-risk children showed early development of brain activation profiles that are typical of older skilled readers. Provided that temporoparietal and visual association areas were recruited into the brain mechanism that supported reading, the majority of high-risk responder children benefited from systematic reading instruction and developed adequate reading abilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preoperative predictors of anterior temporal language areas

OBJECT: Although it is known that 5 to 10% of patients have language areas anterior to the rolandic cortex, many surgeons still perform standard anterior temporal lobectomies for epilepsy of mesial onset and report minimal long-term dysphasia. The authors examined the importance of language mapping before anterior temporal lobectomy. METHODS: The authors mapped naming, reading, and speech arrest in a series of 67 patients via stimulation of long-term implanted subdural grids before resective epilepsy surgery and correlated the presence of language areas in the anterior temporal lobe with preoperative demographic and neuropsychometric data. Naming (p < 0.03) and reading (p < 0.05) errors were more common than speech arrest in patients undergoing surgery in the anterior temporal lobe. In the approximate region of a standard anterior temporal lobectomy, including 2.5 cm of the superior temporal gyrus and 4.5 cm of both the middle and inferior temporal gyrus, the authors identified language areas in 14.5% of patients tested. Between 1.5 and 3.5 cm from the temporal tip, patients who had seizure onset before 6 years of age had more naming (p < 0.02) and reading (p < 0.01) areas than those in whom seizure onset occurred after age 6 years. Patients with a verbal intelligence quotient (IQ) lower than 90 had more naming (p < 0.05) and reading (p < 0.02) areas than those with an IQ higher than 90. Finally, patients who were either left handed or right hemisphere memory dominant had more naming (p < 0.05) and reading (p < 0.02) areas than right-handed patients with bilateral or left hemisphere memory lateralization. Postoperative neuropsychometric testing showed a trend toward a greater decline in naming ability in patients who were least likely to have anterior language areas, that is, those with higher verbal IQ and later seizure onset. CONCLUSIONS: Preoperative identification of markers of left hemisphere damage, such as early seizure onset, poor verbal IQ, left handedness, and right hemisphere memory dominance should alert neurosurgeons to the possibility of encountering essential language areas in the anterior temporal lobe (1.5-3.5 cm from the temporal tip). Naming and reading tasks are required to identify these areas. Whether removal of these areas necessarily induces long-term impairment in verbal abilities is unknown; however, in patients with a low verbal IQ and early seizure onset, these areas appear to be less critical for language processing.     

Phosphorus-31 magnetic resonance brain spectroscopy of children at risk for a substance use disorder: preliminary results

The purpose of this exploratory investigation was to evaluate the heuristic potential of 31P magnetic resonance spectroscopy (MRS) in elucidating a neurobiologic component of the liability for a substance use disorder (SUD). We investigated 31P MRS spectra employing chemical shift imaging (CSI) derived from four distinct anatomic brain locations (i.e. frontal, occipital, right parietal, left parietal) in three groups of peripubertal children who are hypothesized to be at increasing levels of familial SUD risk. Specifically, we studied children with a positive paternal family history of SUD and a disruptive behavior disorder (DBD) diagnosis (SUD+/DBD+; n = 10), in contrast, to those with a positive paternal SUD history in the absence of other psychopathology (SUD+/DBD-; n = 13) and matched control children from normal families (SUD-/DBD-; n = 13). In addition, we examined neurocognitive tests of our subjects to determine any associations between cognitive capacities with regional 31P MRS spectra. The highest-risk sample (SUD+/DBD+) demonstrated a diminished proportion of phosphodiesters confined to the right parietal voxel. This right parietal phosphodiester proportion correlated only with the Information Scale score on a standard intelligence test for children. This suggested a relationship between general learning ability and motivation for academic achievement and right parietal physiology in the highest-risk sample. Variations in synaptic pruning could account for this observation.     

Correspondences among parent, teacher, and student perceptions of adolescents' learning disabilities

A group of 26 adolescents with learning disabilities (Grades 9 through 12), their parents, and their special education teachers were asked to rate the students' skills in each of 21 specific areas covering general ability, oral language, reading, written language, math, study skills, motivation, social skills, attention, and nonverbal skills. Correspondences in the absolute and relative ratings of parents, teachers, and students across the 21 skill areas were examined. The parents' ratings were consistent with those of the teachers in 16 areas and significantly lower than the teachers in 5 areas. The students' ratings were generally higher than those of their parents and teachers. The student-teacher differences were significant in 6 areas, whereas the student-parent differences were significant in 11 areas. Although generally lower in absolute terms than the ratings of their children, the parents' relative ratings were strikingly parallel to their children's ratings across skill areas (r = 80). Differences in the reference groups used for the ratings did not seem to account for the discrepant ratings. Possible implications of the differing perceptions of students' learning disabilities for students' self-esteem and academic progress are discussed.     

Anomalous cerebral structure in dyslexia revealed with magnetic resonance imaging

OBJECTIVE: To develop quantitative methods for identifying cerebral anomalies on magnetic resonance images of subjects with language disorders and other learning disabilities. DESIGN: Partially blinded comparison of subjects with dyslexia, unaffected relatives, and a control group balanced for age and socioeconomic status. Criterion standard: clinical diagnosis of dyslexia by physician or learning disabilities specialist on the basis of clinical assessment and family history. SETTINGS: Hospital pediatric neurology clinic and private reading clinic. PATIENTS AND OTHER PARTICIPANTS: Volunteers: individuals with dyslexia (seven male and two female, aged 15 to 65 years) from professional families; unaffected first- and second-degree relatives (four male and six female, aged 6 to 63 years) available in the geographical area; and controls (five male and seven female, aged 14 to 52 years). INTERVENTIONS: Gradient echo three-dimensional scan in Seimens 1-Tesla Magnetom; 128 1.25-mm consecutive sagittal images. MAIN OUTCOME MEASURES: (1) Average length of the temporal (T) and parietal (P) banks of the planum temporale; (2) interhemispheric coefficients of asymmetry for T and P banks: Left-Right interhemispheric coefficients of asymmetry = (L-R)/[(L+R)/2]; (3) intrahemispheric coefficients of asymmetry = (T-P)/[(T+P)/2]; and (4) qualitative assessment of gyral variants in the parietotemporal operculum. RESULTS: All groups had left-sided asymmetry for the temporal bank and right-sided asymmetry for the parietal bank. The group with dyslexia had exaggerated asymmetries, owing to a significant shift of right planar tissue from the temporal to parietal bank. They also had a higher incidence of cerebral anomalies bilaterally (subjects with dyslexia, six of nine; relatives, two of 10; and controls, zero of 12). CONCLUSIONS: Quantitative assessment of high-resolution magnetic resonance images can reveal functionally relevant variations and anomalies in cerebral structure. Further refinement of these measurement techniques should improve the diagnosis, classification, and treatment of language disorders and other learning disabilities.     

The relation of planum temporale asymmetry and morphology of the corpus callosum to handedness, gender, and dyslexia: a review of the evidence

Asymmetry of the planum temporale in relation to handedness, gender, and dyslexia is reviewed. The frequency of rightward asymmetry is rather higher than are estimates of the proportion of right hemisphere speech representation in the general population. Conversely, the frequency of leftward asymmetry is lower than the proportion of the population with left hemisphere speech. Neuro-anatomic asymmetry may relate more to handedness than to language lateralization. There are suggestions that neuroanatomic asymmetry is reduced in females compared to males but the data are inconclusive. Reports concerning handedness and gender differences in callosal structure are conflicting but, as with planum asymmetry, any effect of handedness is as likely to relate to degree as to direction of handedness. It has been reported that the plana are more often symmetrical in size or larger on the right side among dyslexics than controls but this has not always been found. However, greater frequency of atypical (a)symmetry of the planum in dyslexia would be consistent with the absence of a factor which, when present, biases the distribution of planum asymmetry toward the left (and handedness towards the right) as hypothesized by Annett (1985). Studies of the size of the corpus callosum in dyslexia have produced conflicting findings.     

Brain organization of language after early unilateral lesion: a PET study

Neuropsychological studies suggest that good long-term language outcome is possible following extensive early left-hemisphere damage. We explored the brain organization for language in children with early unilateral lesion, using [15O]-water PET. In 12 patients with left lesion (LL) and 9 patients with right lesion (RL), cerebral blood flow changes during listening to sentences and repetition were studied. A rightward shift of language activations in the LL group was found in perisylvian areas and multiple other, mostly temporo-parietal, regions. The hypothesis of intrahemispheric reorganization in the LL group found only limited support. The number of activated regions was overall greater in the RL group. Unexpected findings included a stronger subcortical and cerebellar language involvement in the RL group. We suggest that (a) early left lesion is associated with enhanced language participation of the right hemisphere in and beyond the classical language areas, and (b) postlesional effects are in part additive (recruitment of noncanonical areas), in part subtractive (functional depression in areas normally involved in language).     

The relationship between magnesium and calcium kinetics in 9- to 14-year-old children

A. J. Tomarken and R. J. Davidson (1994) reported that defensiveness is characterized by relative left frontal brain activation. Because they examined only women, gender differences in this relation are possible. In the present study, resting alpha asymmetries in right-handed men (n = 25) and women (n = 60) were related to defensiveness, measured by the Eysenck Personality Questionnaire L scale. These results were similar to those of Tomarken and Davidson in that defensiveness correlated positively with relative left frontal activation in women. An unexpected finding was that high-defensive men showed relative right frontal activation, a result virtually opposite that for women. These results imply that the nature of defensiveness as a coping strategy may vary as a function of gender.     

Multiwell 14CO2-capture assay for evaluation of substrate oxidation rates of cells in culture

The functional anatomy of the interactions between spoken language and visual mental imagery was investigated with PET in eight normal volunteers during a series of three conditions: listening to concrete word definitions and generating their mental images (CONC), listening to abstract word definitions (ABST) and silent REST. The CONC task specifically elicited activations of the bilateral inferior temporal gyri, of the left premotor and left prefrontal regions, while activations in the bilateral superior temporal gyri were smaller than during the ABST task, during which an additional activation of the anterior part of the right middle temporal gyrus was observed. No activation of the occipital areas was observed during the CONC task when compared either to the REST or to the ABST task. The present study demonstrates that a network including part of the bilateral ventral stream and the frontal working memory areas is recruited when mental imagery of concrete words is performed on the basis of continuous spoken language.