Combining transcranial direct current stimulation with a rhythm-based intervention to improve reading fluency in young adults with dyslexia.

Anodal tDCS targeting the left temporo-parietal junction disrupts verbal reality-monitoring

Auditory verbal hallucinations (AVH) in patients with schizophrenia are associated with abnormal hyperactivity in the left temporo-parietal junction (TPJ) and abnormal connectivity between frontal and temporal areas. Recent findings suggest that fronto-temporal transcranial Direct Current stimulation (tDCS) with the cathode placed over the left TPJ and the anode over the left prefrontal cortex can alleviate treatment-resistant AVH in patients with schizophrenia. However, brain correlates of the AVH reduction are unclear. Here, we investigated the effect of tDCS on the resting-state functional connectivity (rs-FC) of the left TPJ. Twenty-three patients with schizophrenia and treatment-resistant AVH were randomly allocated to receive 10 sessions of active (2 mA, 20min) or sham tDCS (2 sessions/d for 5 d). We compared the rs-FC of the left TPJ between patients before and after they received active or sham tDCS. Relative to sham tDCS, active tDCS significantly reduced AVH as well as the negative symptoms. Active tDCS also reduced rs-FC of the left TPJ with the left anterior insula and the right inferior frontal gyrus and increased rs-FC of the left TPJ with the left angular gyrus, the left dorsolateral prefrontal cortex and the precuneus. The reduction of AVH severity was correlated with the reduction of the rs-FC between the left TPJ and the left anterior insula. These findings suggest that the reduction of AVH induced by tDCS is associated with a modulation of the rs-FC within an AVH-related brain network, including brain areas involved in inner speech production and monitoring.

Previous studies have shown that the left temporoparietal junction (TPJ) plays a critical role in word reading. Nevertheless, there is still controversy surrounding the phonological and semantic functions of the left TPJ. The parietal unified connectivity-biased computation (PUCC) model posits that the function of the left TPJ depends on both the neurocomputation of this local area and its long-range connectivity. To clarify the specific roles of different TPJ subregions in phonological and semantic processing of Chinese characters, the present study used connectivity-based clustering to identify seven subdivisions within the left TPJ, and conducted comprehensive analyses including functional and structural connectivity, univariate and multivariate analyses (i.e., representational similarity analysis, RSA) on multimodal imaging data (task-state fMRI, resting-state fMRI, and diffusion-weighted imaging [DWI]). Functional and structural connectivity analyses revealed that the left anterior TPJ had stronger connections with the phonological network, while the left posterior TPJ had stronger connections with the semantic network. RSA revealed that the left anterior and posterior TPJ represented phonological and semantic information of Chinese characters, respectively. More importantly, the phonological and semantic representations of the left TPJ were respectively correlated with its functional connectivity to the phonological and semantic networks. Altogether, our results provide a more elaborate perspective on the functional dissociation of the left anterior and posterior TPJ in phonological and semantic processing of Chinese characters, and support the PUCC model.

Rehabilitation studies rarely test the specificity of an intervention by using a control group who are matched to the therapy group in terms of baseline impairment, but who do not...

Effects of anodal transcranial direct current stimulation over the right posterior parietal cortex on Simon task and flanker task performance.

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies.
 Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types.
 Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures.
 Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.

Whereas the clinical manifestations and the neuropsychological predictors of Developmental Dyslexia (DD) are already well documented in Italian-speaking children, empirical evidence on DD in Italian adults is in contrast rather scarce. The aim of the present study was to investigate the role of a subset of neuropsychological skills, which have been identified by previous literature to be related to reading, in the decoding abilities of a group of Italian undergraduates with and without DD. For this purpose, 39 university students aged between 19 and 27 years, 19 of whom with a diagnosis of DD, underwent an assessment battery including standardized reading tests, rapid automatized naming (RAN), verbal working memory, and rhythmic pattern discrimination tests. Cross-group differences confirmed significantly lower performances of undergraduates with DD in all measures but rhythm discrimination, compared to typical readers, thus showing a non-compensated neuropsychological profile. Regression analyses showed that, while reading speed was strongly and uniquely predicted by RAN speed, reading accuracy was concurrently predicted by RAN and rhythmic abilities. Finally, RAN speed emerged as a strong predictor of reading performance and risk of receiving a diagnosis of DD.

BackgroundThe relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that have only two items, that is, naming shapes according to two sizes: ‘little’ or ‘big’. However, despite the RAN sizes advantages, as far as we know, this test is not widely used. The purpose of the current study was to examine whether RAN sizes in kindergarten predict reading speed and accuracy toward the end of first grade among Hebrew speaking children.MethodsA total of 113 Hebrew‐speaking children were assessed twice. In preschool, we collected matrix reasoning, phonological awareness and RAN sizes data. In first grade, these data were recollected along with reading data.ResultsKindergarten RAN sizes accounted for 4% of the variance in reading accuracy and 4% of the variance in reading speed. Phonological awareness accounted for 4% of the variance in reading accuracy only. In first grade, RAN sizes explained 19% of the variance in reading speed, with no significant contribution to accuracy. Phonological awareness still explained 4% of the variance in accuracy.ConclusionsThe results from the current study support the claim that RAN is a unique longitudinal predictor of early reading, over and above phonological awareness. Moreover, rapid size naming may be used to test RAN with less reliance on alphanumeric and vocabulary knowledge. Finally, RAN sizes may be used to predict reading speed in Hebrew.HighlightsWhat is already known about this topic Two of the main precursors of word reading ability are phonological awareness (PA) and rapid automatized naming (RAN). RAN of digits and letters is more strongly related to reading than RAN of colours and objects. The relationship between RAN and reading depends on orthographic regularity. What this paper adds RAN in kindergarten predicts speed and accuracy of reading pointed Hebrew in first grade. Among Hebrew‐speaking children, by the end of first grade, PA contributed a significant unique variance to reading accuracy and RAN sizes contributed a significant unique variance to reading speed. Implications for theory, policy or practice RAN sizes can be used when less reliance on alphanumeric and vocabulary knowledge is needed. Among kindergarten and first grade Hebrew‐speaking children, RAN sizes can be used to predict reading speed.

Although transcranial direct current stimulation (tDCS) shows promise as a treatment for auditory verbal hallucinations in patients with schizophrenia, mechanisms through which tDCS may induce beneficial effects remain unclear. Evidence points to the involvement of neuronal plasticity mechanisms that are underpinned, amongst others, by brain-derived neurotrophic factor (BDNF) in its two main forms: pro and mature peptides. Here, we aimed to investigate whether tDCS modulates neural plasticity by measuring the acute effects of tDCS on peripheral mature BDNF levels in patients with schizophrenia. Blood samples were collected in 24 patients with schizophrenia before and after they received a single session of either active (20 min, 2 mA, n = 13) or sham (n = 11) frontotemporal tDCS with the anode over the left prefrontal cortex and the cathode over the left temporoparietal junction. We compared the tDCS-induced changes in serum mature BDNF (mBDNF) levels adjusted for baseline values between the two groups. The results showed that active tDCS was associated with a significantly larger decrease in mBDNF levels (mean −20% ± standard deviation 14) than sham tDCS (−8% ± 21) (F = 5.387; p = 0.030; η2 = 0.205). Thus, mature BDNF may be involved in the beneficial effects of frontotemporal tDCS observed in patients with schizophrenia.

ObjectivesResearch on the effects of meditation practice on reading performance is a new and promising field of research. However, the evidence on whether meditation improves reading comprehension and/or speed in continuous reading is inconclusive. The present work addresses this question.MethodFor the present longitudinal study, undergraduate students (n = 52) participated in a 6-week mindfulness meditation course or an active control condition. We assessed reading comprehension and speed before and after the intervention/control condition, as well as emotion regulation, sustained attention, and personality traits.ResultsReading comprehension improved significantly after the meditation intervention (B = 2.15, t = 3.47, p = 0.002, d = 0.69), but reading speed did not change, contrary to our expectations. The control group showed no significant changes in either text comprehension or reading speed. Further, we found that meditation led to better attention capacity. Improved attention was positively associated with improved reading comprehension in the meditation group, though attention capacity did not mediate the effect on text comprehension. While we found that meditation can increase the acceptance of one’s own emotions and decrease emotional overload, these covariates did not affect comprehension performance.ConclusionsThe present work shows that mindfulness meditation improves attention capacity and text comprehension. However, mindfulness meditation does not affect reading speed. Finally, we confirmed that meditation can help in emotion regulation.PreregistrationThis study is not preregistered.

Patients with homonymous hemianopic field defects (HFD) after postchiasmatic cerebral brain injuries often complain about impairments in daily life activities, particularly problems in reading, and show considerable reductions of vision-related quality of life (QoL). This study aimed to assess the relation of "objective" reading performance and self-reported "subjective" reading abilities; it was further investigated whether parafoveal HFD characteristics have an impact on both parameters. In postchiasmatic-lesioned subjects with HFD (n = 43), "objective" reading performance was measured with Radner-Reading-Charts (reading speed, reading acuity). Vision-related QoL was assessed by the National-Eye-Institute-Visual-Function-Questionnaire (NEI-VFQ). Four reading-relevant NEI-VFQ items that assessed "subjective" reading abilities were separately analyzed. Macular sparing measures were derived from campimetry (+/-16 degrees vertical, +/-21.5 degrees horizontal); i.e., the vertical HFD border between +/-2 degrees and the proportion of intact parafoveal visual field within the "reading window". Since macular sparing may be a perimetric artefact, eye movements during campimetry were recorded in 26 subjects. Mean reading speed of the total sample (90.72 +/- 33.96 words per minute) was considerably reduced, as was the patients' vision-related QoL, which was revealed by diminished NEI-VFQ scores. Reading acuity was 0.12 +/- 0.13 LogRAD (0.81 +/- 0.26 according to the decimal system). There were significant but weak correlations between reading acuity and speed with all reading-relevant NEI-VFQ-items (r-range, reading acuity: -0.57 to -0.38, reading speed: 0.33 to 0.43) and 7/12 NEI-VFQ-subscales (r-range, reading acuity: -0.47 to -0.33, reading speed: 0.31 to 0.40). The intact parafoveal visual field correlated significantly with 2/4 reading-related NEI-VFQ-items and with 4/12 NEI-VFQ-subscales (r-range 0.31 to 0.52). Reading acuity and mean reading speed were both correlated with fixation accuracy during campimetry (r = -0.38 and 0.45). Correlations of spared areas between +2 degrees to -2 degrees and the relative and absolute defect HFD border with reading speed, but not reading acuity, tended to significance. Subjects deviated from the campimetric fixation mark in a SD-range of +/-5.2 degrees vertically and +/-6.5 degrees horizontally but eye movement ranges were not correlated with macular sparing measures. Patients with HFD showed severely reduced reading speed, which was reflected in subjectively diminished reading performance, and reduced reading-related QoL parameters. Larger areas of functionally intact parafoveal vision were associated with better reading performance. Although eye movements occurred during campimetry, these did not seem to constitute an artificially enlarged area of parafoveal intact vision.

Objective: The purpose of this research was to conduct an exploratory study of the performance of Brazilian children on the Rapid Automatic Naming (RAN) test, examining schooling effects of schooling and associations with reading speed, comprehension, and reading level for each of the RAN subtests of colour, numbers, letters, and objects. Methods: Participants were 97 children, aged 7–11 years, enrolled in the first to fifth grade of elementary public education. Results: The findings indicated a school-year effect on RAN performance, with recurrent differences in grades 1–4 and no effect in RAN Numbers. Correlations ranged from moderate to high for reading level, speed, and comprehension. In addition, multiple linear regression analysis indicated that RAN Letters could significantly predict performance in the three reading abilities studied. Conclusion: Thus, the study provided initial evidence of RAN’s performance in testing Brazilian children’s phonological processing as a form of predictive monitoring of reading development in school-age children as it relates to scholastic progress and reading speed, comprehension, and level.

Evaluation of Sham Transcranial Direct Current Stimulation for Randomized, Placebo-Controlled Clinical Trials

There is evidence to support the hypothesis that the delivery of anodal transcranial direct current stimulation (tDCS) to the left temporoparietal junction can enhance performance on reading speed and reading accuracy (Costanzo et al., 2016b; Heth & Lavidor, 2015). Here, we explored whether we could demonstrate similar effects in adults with and without reading impairments. Method: Adults with (N = 33) and without (N = 29) reading impairment were randomly assigned to anodal or sham stimulation conditions. All individuals underwent a battery of reading assessments pre and post stimulation. The stimulation session involved 15 min of anodal/sham stimulation over the left temporoparietal junction while concurrently completing a computerized nonword segmentation task known to activate the temporoparietal junction. Results: There were no conclusive findings that anodal stimulation impacted reading performance for skilled or impaired readers. Conclusions: While tDCS may provide useful gains on reading performance in the paediatric population, much more work is needed to establish the parameters under which such findings would transfer to adult populations. The documentation, reporting, and interpreting of null effects of tDCS are immensely important to a field that is growing exponentially with much uncertainty.

Specific reading comprehension deficit (S-RCD) and developmental language disorder (DLD) are both commonly occurring developmental disorders of language. The ways in which these disorders do and do not overlap during childhood are a matter of debate (Nation & Norbury, 2005). Moreover, in both populations, the challenges faced by individuals in adulthood are understudied. Here, we combined data across cohorts of college students, and classified individuals with only S-RCD (n = 20), only DLD (n = 55), and co-occurring S-RCD and DLD (n = 13). Individuals with good language and reading skills, who matched those with S-RCD on decoding, comprised our typical language and reading group (TD; n = 20). Beyond the measures used for classification, group-level differences were identified in sentence-level reading fluency, phonological processing, verbal working memory, and rapid automatized naming. We found that skill profiles differed across groups; however, we found no evidence of weaknesses beyond the core deficit in reading comprehension observed in those with only S-RCD. In contrast, when S-RCD co-occurs with DLD, weaknesses are observed in phonological processing, as well as reading fluency and verbal working memory. These findings suggest that some adults with S-RCD have co-occurring DLD as a core weakness. These findings, as well as differences between individuals with S-RCD and DLD, are further discussed.