Katarzyna Chyl1, Bartosz Kossowski2, Agnieszka Dębska1, Magdalena Łuniewska3, Artur Marchewka1, Kenneth R Pugh4, Katarzyna Jednoróg5. 1. Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland. 2. Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland; Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland. 3. Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland; Warsaw University, Poland. 4. Haskins Laboratories, New Haven, CT; Yale University School of Medicine, New Haven, CT; University of Connecticut, Storrs, CT. 5. Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland. Electronic address: k.jednorog@nencki.gov.pl.
Abstract
OBJECTIVE: Decreased activation to print in the left ventral, dorsal, and anterior pathways has been implicated in readers with dyslexia (DRs) but also is characteristic for typical beginning readers. Because most studies have compared DRs with their age-matched peers, the observed results could represent a dyslexia phenotype or a developmental delay. This study aimed to disentangle reading and dyslexia effects using 2 control groups matched for age and skill and a longitudinal design. METHOD: Brain response for print was compared in DRs and typical readers (TRs) who, at the beginning of schooling (time point 1 [TP]; 6-7 years old), read on average 3 words per minute, as did DRs at TP1, but improved their reading to an average level, and advanced readers (ARs) who at TP1 read as well as DRs 2 years later (TP3; 8-9 years old). The TR and DR groups were tracked longitudinally to observe neurodevelopmental changes. RESULTS: At TP1, DRs did not differ from TRs. Over time, only TRs developed a neural circuit for reading in the left inferior frontal and fusiform gyri. At TP3, DRs exhibited hypo-activation in these areas compared with age-matched (TRs at TP3) and reading-matched (ARs at TP1) controls. At TP3, TRs showed hypo-activation in the left frontal and bilateral ventral occipital regions compared with ARs, but these effects were nonoverlapping with DR hypo-activations and are partly explained by IQ. CONCLUSION: Decreased activation of the left fusiform and inferior frontal gyri to print in DRs results from an atypical developmental trajectory of reading and cannot be explained solely by lower reading skills.
OBJECTIVE: Decreased activation to print in the left ventral, dorsal, and anterior pathways has been implicated in readers with dyslexia (DRs) but also is characteristic for typical beginning readers. Because most studies have compared DRs with their age-matched peers, the observed results could represent a dyslexia phenotype or a developmental delay. This study aimed to disentangle reading and dyslexia effects using 2 control groups matched for age and skill and a longitudinal design. METHOD: Brain response for print was compared in DRs and typical readers (TRs) who, at the beginning of schooling (time point 1 [TP]; 6-7 years old), read on average 3 words per minute, as did DRs at TP1, but improved their reading to an average level, and advanced readers (ARs) who at TP1 read as well as DRs 2 years later (TP3; 8-9 years old). The TR and DR groups were tracked longitudinally to observe neurodevelopmental changes. RESULTS: At TP1, DRs did not differ from TRs. Over time, only TRs developed a neural circuit for reading in the left inferior frontal and fusiform gyri. At TP3, DRs exhibited hypo-activation in these areas compared with age-matched (TRs at TP3) and reading-matched (ARs at TP1) controls. At TP3, TRs showed hypo-activation in the left frontal and bilateral ventral occipital regions compared with ARs, but these effects were nonoverlapping with DR hypo-activations and are partly explained by IQ. CONCLUSION: Decreased activation of the left fusiform and inferior frontal gyri to print in DRs results from an atypical developmental trajectory of reading and cannot be explained solely by lower reading skills.
Authors: Petra Georgiewa; Reinhard Rzanny; Christian Gaser; Uwe Jens Gerhard; Uta Vieweg; Daniela Freesmeyer; Hans Joachim Mentzel; Werner Alois Kaiser; Bernhard Blanz Journal: Neurosci Lett Date: 2002-01-18 Impact factor: 3.046
Authors: Jessica A Church; Rebecca S Coalson; Heather M Lugar; Steven E Petersen; Bradley L Schlaggar Journal: Cereb Cortex Date: 2008-01-31 Impact factor: 5.357
Authors: Anthony J Krafnick; D Lynn Flowers; Megan M Luetje; Eileen M Napoliello; Guinevere F Eden Journal: J Neurosci Date: 2014-01-15 Impact factor: 6.167
Authors: Fumiko Hoeft; Ann Meyler; Arvel Hernandez; Connie Juel; Heather Taylor-Hill; Jennifer L Martindale; Glenn McMillon; Galena Kolchugina; Jessica M Black; Afrooz Faizi; Gayle K Deutsch; Wai Ting Siok; Allan L Reiss; Susan Whitfield-Gabrieli; John D E Gabrieli Journal: Proc Natl Acad Sci U S A Date: 2007-02-23 Impact factor: 11.205
Authors: Sara Mascheretti; Meaghan V Perdue; Bei Feng; Chiara Andreola; Ginette Dionne; Kaja K Jasińska; Kenneth R Pugh; Elena L Grigorenko; Nicole Landi Journal: Behav Brain Res Date: 2020-08-15 Impact factor: 3.352