Source reconstruction of clinical resting-state EEG reveals differences in power and functional connectivity in children with developmental dyslexia.

Developmental dyslexia is a common neurodevelopmental learning disorder that severely impacts children's reading abilities and social adaptation. In recent years, brain network analysis based on functional magnetic resonance imaging has provided new insights into its neural mechanisms, yet it struggles to capture the temporal characteristics of dynamic brain interactions. To address this, this paper proposes a GAT-LSTM framework for high-precision classification of DD. This method first constructs a dynamic functional connectivity network based on the AAL90 brain atlas. It then employs GAT to adaptively learn spatial dependencies between brain regions within each time window, followed by LSTM to model the temporal evolution patterns of node embedding sequences. To further enhance the model's temporal consistency and discriminative power, dynamic graph stability constraints are introduced during training. Experimental results demonstrate that the proposed method achieves an 85.36% classification accuracy, significantly outperforming baseline models. This study not only provides a novel computational paradigm for the objective diagnosis of DD but also offers robust support for the application of brain network modeling in neurodevelopmental disorder research.

The left-hemisphere language cortex is known to be structurally aberrant in developmental dyslexia (also referred to as reading disability, RD). However, studies have not addressed the neuroanatomical bases of dyslexia in bilinguals, even though bilingualism is common, and the bilingual experience is thought to alter the language cortex. This raises the question of whether current brain-based models of dyslexia are applicable to bilinguals. We employed a factorial analysis with participants from the ABCD Study (totalN = 268, aged 9-10 years), comparing Bilinguals with RD, Bilingual Controls, Monolinguals with RD, and Monolingual Controls on gray matter volume (GMV) and cortical thickness (CT). RD was determined for reading in English. We included only cultural early bilinguals of Spanish and English; these are prevalent in the United States and represent a homogeneous group of bilinguals who learned their languages early in their home environment. Both main effects analyses (RD vs. Control; Bilingual vs. Monolingual) yielded results for GMV and, to a lesser extent for CT, and the effects for bilingualism were more pronounced than those for dyslexia. Importantly, the interaction analysis revealed no exponential effect, indicating that the neuroanatomical signature of dyslexia is not compounded by experience-dependent plasticity associated with early bilingualism. Our results suggest thatbrain-based models of dyslexia derived from monolinguals can be generalized to early bilinguals. They also reveal no differencesin left-hemisphere language cortex in dyslexia(main effects analysis of RD vs. Controls), suggesting that prior results of GMV and CT differences in these regions from smaller studies may not have been robust. SUMMARY: Neuroanatomical aberrations in dyslexia have been reported in left-hemisphere language cortex, but this work is based primarily on monolingual participants. We tested for the first time if aberrations of gray matter volume and cortical thickness in reading disability (RD) are magnified by a dual language-experience. An ANOVA of Bilinguals with and without RD and Monolinguals with and without RD resulted in no exponential effect of bilingual experience. The main effect for RD revealed no differences in left language cortex and far fewer regions than those revealed by the main effect of bilingualism.

Developmental dyslexia (DD) is a prevalent neurodevelopmental disorder that significantly affects academic learning and social development. Although numerous brain regions have been implicated in DD under both task-based and resting-state conditions, dysfunctions in large-scale functional coordination across brain systems in DD remains poorly understood. Using AES-SDM, we conducted a meta-analysis of seed-based whole-brain functional connectivity (FC) studies, including 12 task-based studies with 226 dyslexics and 232 age-matched controls, and 7 resting-state studies with 120 dyslexics and 145 controls. Results revealed consistently reduced FC between the left inferior frontal gyrus (IFG) and the left fusiform gyrus (FFG) in dyslexics compared with age-matched controls across both task and resting states, suggesting a core neural pathway underlying DD. In addition, task-specific abnormalities were identified, including hypoconnectivity between the left IFG and the right cerebellum, and hyperconnectivity between the left IFG and the bilateral angular gyrus (AG), anterior cingulate cortex (ACC), and left thalamus. By contrast, resting-state analyses identified additional hypoconnectivity between the left FFG and the posterior cingulate cortex (PCC). Together, these findings suggest that DD is associated with widespread disruption in functional integration across the brain, shedding new light on its neural mechanisms of DD and pointing to potential connectivity-based biomarkers for diagnosis. SUMMARY: Dyslexics exhibited consistent hypoconnectivity between the left inferior frontal gyrus and the left fusiform gyrus across both task and resting conditions. Under the task condition, dyslexics showed specific hypoconnectivity between the left inferior frontal gyrus and the right cerebellum, and hyperconnectivity with the bilateral angular gyrus, anterior cingulate cortex, and left thalamus. Under the resting condition, dyslexics showed specific hypoconnectivity between the left fusiform gyrus and the posterior cingulate cortex.

In previous studies, children with developmental dyslexia (DD) have been found to exhibit alterations in auditory sampling within the delta/theta and low-frequency gamma bands in auditory cortical areas during the initial processing stages, which affects the development of phonological skills. It has been suggested that auditory frequency discrimination measures sensory processing in language disorders such as DD. However, it is unclear how the pure-tone frequency discrimination task can detect abnormalities in functional connectivity in DD. We investigated local and global topological properties of functional networks in electroencephalographic (EEG) frequency bands from δ to γ2 based on a small-world propensity (SWP) model. This was done in both groups during pure-tone frequency discrimination. Auditory α-, β-, and γ1-networks in the DD group were more integrated and less segregated than those of the control group. They were also not as functionally specialized, as indicated by larger deviations in characteristic path lengths and smaller deviations in clustering. The balanced segregation and integration (moderate clustering and path length) observed in the control group's γ2-network may explain the optimal structure underlying their better performance. In the low-tone auditory θ- and γ2-frequency networks, the DD group, when compared with controls, lacked hubs in the inferior frontal cortex (IFC) and parietal connectivity to sensory areas. In the control group, however, the superior parietal lobes (SPL) mediated sensory connections. In the high-tone auditory network, only the controls had strong hubs in the right sensorimotor/auditory cortex (δ-frequency), bilateral IFC (γ1), and bilateral anterior temporal cortex (aITG, γ2), while the main hubs in the DD group were only in the left hemisphere. In the γ1 (high-tone) and γ2 (both tones) networks, controls showed strong right frontal-parietal-sensory hubs, which were lacking in the DD group during the task discrimination. The impairment in low-tone discrimination in the DD group is due to a lack of SPL-prefrontal connectivity within the auditory network. For high-tone discrimination, the DD group showed engagement of only the left-sided auditory network, with bilateral prefrontal recruitment (δ-network). In contrast, the SPL in the control group integrates sensory input for tone prediction, establishing tone-specific sensory/auditory connections with left prefrontal involvement (δ-network). Lower predictability for high tones in the DD group led to more localized processing with prefrontal influence. Overall, reduced frontotemporal connectivity in the DD group may indicate poorer auditory processing. This is likely due to impaired prefrontal-sensory communication and reduced interhemispheric auditory communication, which may underlie perceptual-cognitive biases in tone frequency discrimination.

Reversal errors (e.g., confusing b with d, or R with Я) are common in beginning readers and often persist in individuals with developmental dyslexia due to mirror invariance—an evolutionary-old perceptual tendency of processing mirror images as equivalent. This study investigated whether dyslexic adults still struggle with mirror-image discrimination when processing reversible letters (i.e., differing only by orientation; e.g., d, b, p) and nonreversible letters (i.e., differing also in shape; e.g., f, t, r). In a masked priming lexical decision task, one letter of the prime was manipulated by letter-type (reversible, nonreversible) and prime-condition: identity (e.g., judo, zero), control (judo, zero), mirrored-letter (jubo, zero), or rotated-letter (jupo, zero). Both dyslexic and neurotypical readers showed identity priming effects: faster recognition of target-words preceded by identity than control primes. Neurotypical readers also showed mirror and rotation costs, regardless of letter-type: slower word recognition after mirrored- or rotated-letter primes than an identity prime. In contrast, and for nonreversible letters only, dyslexics were as fast in recognizing target-words preceded by identity as by mirrored-letter primes (qualified by Bayesian statistics). These findings suggest that, despite extensive reading experience, orthographic processing by dyslexic college students remains residually sensitive to mirror invariance.Supplementary InformationThe online version contains supplementary material available at 10.1038/s41598-025-21092-5.

Developmental dyslexia is associated with deficient temporal auditory processing, which may play an important role in speech perception, language development, and subsequently, learning to read. Music activities may offer a way to support temporal auditory processing and language and reading development. We utilized change-related mismatch negativities (MMNs) of the electroencephalogram (EEG) to study the detection of temporal pattern violations in tone sequences in 28-month-olds, and its associations with dyslexia risk, language skills, and music activities. We also considered possible effects of two infant music-listening interventions. The MMN had diminished amplitudes in dyslexia risk compared to control children in the left hemisphere, and left-hemisphere dominance was only seen in the controls. Larger MMNs were associated with better language skills and higher amount of parent-reported shared music activities, but not with the infant music-listening interventions. The results demonstrate, in line with our hypotheses, deficient processing of temporal patterns in tone sequences in familial dyslexia-risk children. Together with the positive association with language skills, this supports the relevance of temporal auditory processing for language and reading development. The association of MMNs with the frequency of shared music activities at home suggests that active, joint music making might benefit temporal auditory processing.

Rapid decay of perceptual memory in dyslexia.

Deviant functional connectivity patterns in the EEG related to developmental dyslexia and their potential use for screening.

Developmental dyslexia (DD) has been related to deficits in multiple cognitive skills. Phonological processing deficits are the most frequently reported in opaque orthographies, but there are few studies of transparent orthographies, such as Spanish. The aim of this study was to comprehensively explore possible deficiencies in cognitive functions in Spanish-speaking Mexican children with DD, to determine whether these deficits can explain problems with decoding fluency and accuracy, and analyze whether they provide support for some of the explanatory hypotheses of DD. An extensive cognitive assessment was performed with Spanish-speaking readers: 40 children (20 girls) with DD (mean age 9.02 years, SD = 1.49) and 40 children (20 girls) who were typical readers (mean age 9.22 years, SD = 1.45). Our results showed that most of the children with DD presented deficits in multiple cognitive skills, although not all of these skills contributed to reading performance. These cognitive deficits were not equally distributed among all children and there was no cognitive skill in which all participants with DD showed poor performance. Our results demonstrated that recognition of letter orientation, phonological awareness, and rapid automatized naming were significant predictors of reading ability. These findings support the idea that reading is a multifactorial process involving many cognitive skills, and its disruption could arise from different causes. The main findings are discussed in relation to the major explanatory hypotheses of DD. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Research on interventions to improve morphological awareness in children with developmental dyslexia remains sparse. This study examines whether morphological awareness intervention enhances the morphological awareness skills of Chinese children with developmental dyslexia. Thirty elementary school children with developmental dyslexia (9-10 years old) from Beijing, China, participated in this study. Fifteen children were randomly assigned to an experimental group receiving morphological awareness intervention, while another fifteen were assigned to a control group. The intervention comprised ten sessions, each lasting 40minutes. Children's morphological awareness, including homophone awareness, compounding awareness, radical awareness, and homograph awareness, was assessed before and after the delivery of the intervention. Results showed that the experimental group demonstrated significantly improved morphological awareness, particularly in homophone awareness and compounding awareness, compared to the control group. However, no significant improvements were observed in radical awareness and homograph awareness. The findings provide preliminary evidence suggesting that morphological awareness develops through distinct facets, each exhibiting differing levels of responsiveness to targeted interventions.

Background/Objectives: Executive functioning (EF) and prospective memory (PM) difficulties have been documented in adults with developmental dyslexia. However, research has tended to focus on university students with a formal diagnosis, overlooking adults who may experience symptoms of dyslexia without ever being formally diagnosed. The present online study aimed to investigate the effects of dyslexia traits on EF and PM in a larger, community-based sample by prioritising the use of self-report measures that include and differentiate between underexplored aspects of EF and PM in the dyslexia literature. Methods: One hundred and eighty adult volunteers of a wide range of ages were included in the final analysis. Participants completed four self-report questionnaires with good pedigrees assessing dyslexia traits and ADHD symptomatology, as well as everyday experiences of five distinct EFs, PM and PM strategies. Results: Hierarchical regression analyses revealed that, after controlling for age and ADHD symptomatology, more self-reported dyslexia traits were associated with more frequent EF problems overall and lower confidence in PM Abilities. Elevated dyslexia traits were significantly associated with self-reports of more difficulties with time-management, organisation and self-restraint, but not with more difficulties with motivation and regulation of emotion. No significant associations were found between dyslexia traits and the self-reported use of PM-enhancing strategies. Conclusions: The findings are considered in the light of potential metacognition deficits and theoretical and practical implications are discussed.

Introduction. A study of world experience in the field of diagnostics of reading difficulties for adults shows that there are a number of standardized tests. However, their transfer to domestic practice is a methodological problem due to the variable understanding of the term «dyslexia»; the focus of most foreign tests on reading words, not texts; the uniqueness of the linguistic characteristics of different languages. The relevance of developing standardized text tasks for a valid quantitative assessment of the reading capabilities of adults in domestic practice is due to the need to create scientifically based diagnostic methods. The purpose of this article is to analyze international diagnostic tests for assessing adult reading and to describe the main characteristics of diagnostic tools for studying reading in the Russian-speaking segment of the population.Materials and methods. Validation of the results of a pilot study of written and speech activities of students of a pedagogical university (2015-2023) and analysis of the content of foreign reading tests for adults TOWRE, GORT, YAA-R, CC2A, BDT, DAST, MDDDT-A, TIL, SLS-Berlin, NART, and the Programme for the International Assessment of Adult Competencies (PIAAC) for people aged 16-65 years made it possible to determine the main provisions of the protocol for conducting a full-scale study of reading among Russian-speaking adults.Results. A protocol for a sample study of reading characteristics of Russian-speaking people aged 16-65 was developed, inclusion and exclusion criteria were defined. We constructed a diagnostic instrument «CHITOPUS: reading test for adults». It includes four texts for reading aloud and silently. Comparison of test material by parameters: style, volume, structural and lexical complexity, readability, as well as additional comparison of propositions in texts with implicit meaning showed a balance of lexical tasks by linguostylistic characteristics.Discussion and conclusions. Insufficient development of materials in domestic practice that allow for reliable assessment of various aspects of reading in adults actualizes the need to prepare diagnostic tools for studying reading. The key aspect of diagnostics will be the definition of normative reading parameters. This requires a systematic study of various reading characteristics, including speed, accuracy, method, expressiveness and understanding of the text read. It is important to establish reference indicators, deviation from which can be interpreted as a manifestation of a disorder, possibly developmental dyslexia. The study of reading characteristics will allow replenishing data on the profiles for Russian-speaking adults with dyslexia.

How do children with developmental dyslexia in Chinese integrate sentence–picture information?

Developmental dyslexia is a neurodevelopmental disorder marked by persistent literacy difficulties. Prevailing accounts attribute dyslexic issues to impaired phonological awareness, temporal processing difficulties, or limited cognitive resources. To examine these accounts in Italian, seventy dyslexic and typically developing adolescents were recruited. The participants completed a phoneme monitoring task, responding to target consonants in strong versus weak syllables of polysyllabic nonsense strings. Rhythm-related acoustic features (duration, rise-time, intensity, F0) were measured, and patterns encoding obstruent, sonorant, and geminate contrasts were assessed. Dyslexic participants showed reduced d′-sensitivity and accuracy for all linguistic contrasts, but no acoustic feature had an effect on their performance. Instead, phoneme monitoring was moderated by attentional resources: while the typically developing group improved with increased attentional resources, the dyslexic group did not. This finding suggests that dyslexia might involve an inefficient use of shifting attention during phonological processing, possibly due to a dissociation between the two domains.

Developmental Language Disorder (DLD) and Dyslexia frequently co-occur. Many studies suggest that children with Dyslexia may also struggle with oral language skills, while those with DLD may also face challenges in word decoding. Both groups of children typically exhibit deficits in phonological processing [phonological awareness, rapid automatized naming (RAN), verbal short-term memory (VSTM)] and verbal working memory (VWM). Despite the increasing number of comparative studies, few have systematically examined these overlaps in children at the early stages of literacy acquisition, and few studies have systematically assessed all oral language subsystems. This study investigates: (a) differences and similarities among children with DLD, children at Risk of Dyslexia (RfD), and typically developing children (TD) in phonological processing (phonological awareness—implicit and explicit—VSTM, RAN), VWM, oral language, and word decoding; (b) patterns of performance across groups; and (c) correlations between phonological processing and VWM skills with oral language and word decoding. The participants were 45 first graders (Mage = 6.8), equally divided into three groups (DLD, RfD, and TD children). Both special groups (DLD, RfD) performed significantly worse than the TD group across nearly all measurements. DLD children showed pronounced oral language and VSTM deficits, while RfD children primarily struggled with decoding and explicit phonological awareness. Group-specific correlations emerged. The findings are discussed in light of the theoretical models of the relationship between DLD and Dyslexia taking into account the specific developmental stage.

Development of foveal crowding in typically developing children and children with developmental dyslexia.

Phonological Processing Deficits in a Child with Developmental Dyslexia- A Case Report

Reading abilities and cognitive processing in grade 3 children with ADHD comorbid with developmental dyslexia.

Effectiveness of neuromodulation with tDCS on developmental dyslexia: A randomized, double-blind, controlled clinical trial.