Abstract

Meta-analytic studies suggest that dyslexia is characterized by subtle and spatially distributed variations in brain anatomy, although many variations failed to be significant after corrections of multiple comparisons. To circumvent issues of significance which are characteristic for conventional analysis techniques, and to provide predictive value, we applied a machine learning technique – support vector machine – to differentiate between subjects with and without dyslexia.In a sample of 22 students with dyslexia (20 women) and 27 students without dyslexia (25 women) (18–21 years), a classification performance of 80% (p < 0.001; d-prime = 1.67) was achieved on the basis of differences in gray matter (sensitivity 82%, specificity 78%). The voxels that were most reliable for classification were found in the left occipital fusiform gyrus (LOFG), in the right occipital fusiform gyrus (ROFG), and in the left inferior parietal lobule (LIPL). Additionally, we found that classification certainty (e.g. the percentage of times a subject was correctly classified) correlated with severity of dyslexia (r = 0.47). Furthermore, various significant correlations were found between the three anatomical regions and behavioural measures of spelling, phonology and whole-word-reading. No correlations were found with behavioural measures of short-term memory and visual/attentional confusion. These data indicate that the LOFG, ROFG and the LIPL are neuro-endophenotype and potentially biomarkers for types of dyslexia related to reading, spelling and phonology.In a second and independent sample of 876 young adults of a general population, the trained classifier of the first sample was tested, resulting in a classification performance of 59% (p = 0.07; d-prime = 0.65). This decline in classification performance resulted from a large percentage of false alarms. This study provided support for the use of machine learning in anatomical brain imaging.

Highlights

  • Dyslexia is usually defined as a specific reading disorder characterized by a specific and significant impairment in the development of reading skills that are unrelated to problems with visual acuity, schooling or overall mental development (World Health Organisation, 2010)

  • Positive predictive value was 75% and negative predictive value was 84%

  • Positive predictive value was 11% and negative predictive value was 96%

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Summary

Introduction

Dyslexia is usually defined as a specific reading disorder characterized by a specific and significant impairment in the development of reading skills that are unrelated to problems with visual acuity, schooling or overall mental development (World Health Organisation, 2010). For (sub-) groups of dyslexics, reading difficulties have been related to various symptoms of which the most frequently reported are related to phonological difficulties in recent years, visual/attentional deficits are reported frequently as well Adulthood for most of the dyslexics which are estimated to represent 5% to 15% of the population. Reliable diagnoses can currently only be determined behaviourally and after some years of education, when the discrepancy between normal cognitive and reading abilities becomes visible. Researchers have been searching for biomarkers of dyslexia using MRI or fMRI. Meta-analyses showed that these differences do exist (Richlan et al, 2011, 2012; Vandermosten et al, 2012), many findings failed to be significant after corrections of multiple comparisons

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