Abstract
This fMRI study aimed to examine how differences in literacy processing demands may affect cortical activation patterns in 11- to 12-year-old children with dyslexia as compared to children with typical reading skills. Eleven children with and 18 without dyslexia were assessed using a reading paradigm based on different stages of literacy development. In the analyses, six regions showed an interaction effect between group and condition in a factorial ANOVA. These regions were selected as regions of interest (ROI) for further analyses. Overall, the dyslexia group showed cortical hyperactivation compared to the typical group. The difference between the groups tended to increase with increasing processing demands. Differences in cortical activation were not reflected in in-scanner reading performance. The six regions further grouped into three patterns, which are discussed in terms of processing demands, compensatory mechanisms, orthography and contextual facilitation. We conclude that the observed hyperactivation is chiefly a result of compensatory activity, modulated by other factors.
Highlights
IntroductionThis functional magnetic resonance imaging (fMRI) study investigated how changes in literacy processing demands affect cortical activation patterns in children with dyslexia compared to children with typical literacy development
This functional magnetic resonance imaging study investigated how changes in literacy processing demands affect cortical activation patterns in children with dyslexia compared to children with typical literacy development.Dyslexia is a disorder of neurobiological origin (Lyon et al, 2003) that affects reading and writing acquisition and skills
The aim of the study was to investigate differences in cortical activation patterns in a group of children with dyslexia compared to a group of children with typical reading skills using functional magnetic resonance imaging (fMRI), and further to examine whether this interacted with demands for literacy processing
Summary
This functional magnetic resonance imaging (fMRI) study investigated how changes in literacy processing demands affect cortical activation patterns in children with dyslexia compared to children with typical literacy development. Dyslexia is a disorder of neurobiological origin (Lyon et al, 2003) that affects reading and writing acquisition and skills. In many cases, reading deficits may be more remediated or compensated than writing difficulties, which often persist into adult years (Berninger et al, 2008). The dominating account of dyslexia has been a phonological deficit affecting the ability to manage phonological input, compromising the acquisition of phoneme-grapheme correspondences and the ability to synthesize and analyze speech sound from print (Vellutino et al, 2004). There is, mounting evidence that the latter two are rather independent predictors of dyslexia (Kibby, 2009; Kirby et al, 2010; Norton and Wolf, 2012)
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