Abstract
Neurofunctional models of developmental dyslexia (DD) point out disruption of the left-lateralized reading network. In individuals with DD, the left temporo-parietal (TP) regions are underactivated during reading tasks and a dysfunctional activation of the contralateral regions is reported. After a successful reading intervention, left TP lateralization was found to be increased in children with DD. Previous studies measured the effect of modulating the excitability of the left TP cortex using non-invasive brain stimulation (NIBS) in individuals with reading difficulties, showing significant reading improvements. NIBS exclusion criteria and safety guidelines may limit its application in settings without medical supervision and in younger populations. Neurofeedback (NF) training could be an alternative intervention method for modulating the inter-hemispheric balance of the temporal–parietal regions in DD. To date, the effect of NF on reading has been scarcely investigated. Few protocols increasing beta activity in underactivated areas showed improved reading outcomes. However, none of the previous studies designed the NF intervention based on a neurofunctional model of DD. We aim to propose a study protocol for testing the efficacy of a NF training specifically designed for inducing a functional hemispheric imbalance of the tempo-parietal regions in adults with DD. A randomized clinical trial aimed at comparing two experimental conditions is described: (a) Enhancing left beta/theta power ratio NF training in combination with reducing right beta/theta power ratio NF training and (b) sham NF training.Clinical Trial Registration: www.ClinicalTrials.gov, identifier [NCT04989088].
Highlights
Developmental dyslexia (DD) is a neurodevelopmental disorder associated with a persistent impairment in the acquisition and development of reading
Altered brain activation in readers with DD was consistently identified in the leftsided reading network (Pugh et al, 2000, 2010; Démonet et al, 2004; Shaywitz and Shaywitz, 2005)
As for the behavioral measures, despite previous evidence on cognitive enhancement after a single-session NF (e.g., Escolano et al, 2014), we did not formulate a specific hypothesis, but instead, we opted for an exploratory approach, due to the potential limited effect size of a novel single-session NF protocol in DD
Summary
Developmental dyslexia (DD) is a neurodevelopmental disorder associated with a persistent impairment in the acquisition and development of reading. Diagnostic criteria include a performance in reading speed and/or accuracy that is significantly below the norm, despite average intelligence, adequate educational opportunities, and secure socioeconomic conditions (World Health Organization, 1992; American Psychiatric Association, 2013). Due to their interferences with academic achievement, DD-related difficulties are often associated with low self-efficacy. The reading system includes three circuits, namely, two posterior pathways (i.e., dorsal and ventral) processing visual and orthographic information and one anterior component connected to them. The anterior component is located in the left inferior-frontal gyrus (Price et al, 2001) and is implicated in the output of phonological and articulatory aspects
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