Download - Wake Forest University
![Page 1: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/1.jpg)
Wake Forest University
Gallaudet University
Supported by the NIH and NSF
Georgetown University
What Brain Imaging Tells us about Reading Acquisition and Intervention
Guinevere EdenCenter for the Study of Learning
![Page 2: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/2.jpg)
Reading is a Cultural Invention
First use of alphabet - 1800 B.C.
Divination Characters on Oracle BonesShang Dynasty 1400-1100 BC
![Page 3: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/3.jpg)
Bolger et al. (2005)
Alphabetic Logographic
Reading has to be Learned – in Different Ways
![Page 4: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/4.jpg)
Dehaene et al. (2010)
Learning to Read Changes the Brain
Petersson et al. (2007)
![Page 5: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/5.jpg)
![Page 6: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/6.jpg)
LDAH
![Page 7: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/7.jpg)
![Page 8: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/8.jpg)
Brain Imaging
![Page 9: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/9.jpg)
Franz Gall (1758-1828) Phrenology
![Page 10: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/10.jpg)
10 Second Cortical AnatomyTouch
Vision
Hearing
Motor
![Page 11: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/11.jpg)
Dorsal pathway(magnocellular):motionlocationmental rotationspatial relationships
Ventral pathway (parvocellular):formcolorobject identificationface identity
Parallel Visual Pathways
Where
What
![Page 12: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/12.jpg)
Left Hemisphere: Right Hemisphere:Word Form Area Face/Object Area
![Page 13: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/13.jpg)
Kanwisher et al, 1997
Face Processing
![Page 14: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/14.jpg)
Gauthier et al., 1999
![Page 15: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/15.jpg)
![Page 16: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/16.jpg)
![Page 17: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/17.jpg)
Left Hemisphere: Right Hemisphere:Word Form Area Face/Object Area
![Page 18: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/18.jpg)
● Reading Acquisition ● Precocious Reading ● Reading Disability
![Page 19: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/19.jpg)
Learning to Read
• Phases of reading acquisition (Ehri, 1992)
– Pre-alphabetic- visual– Partial alphabetic- phonological cues– Full alphabetic- decoding– Consolidated Alphabetic- chunking,
analogy• Phonological processing abilities are
critical (Wagner and Torgesen, 1987)
![Page 20: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/20.jpg)
Research Questions
• What is the neural basis of visual word
processing in healthy children?
• How does the neural basis of word
processing change during schooling?
• What is the relationship between these
neural systems and phonological skills?
![Page 21: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/21.jpg)
Reading in Typical Children Simos et al., 2001
MEG (MSI)12 Children (8-15 years)16 Adults (23-28 years)Real word recognition
8 year old 28 year old
Increasing left inferior frontal gyrus
Lateralization of infero-temporal cortex
No change in left temporoparietal cortex
![Page 22: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/22.jpg)
The neural basis of reading
• Left inferior frontal gyrus
• Left temporo-parietal cortex
• Left infero-temporal cortex
![Page 23: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/23.jpg)
The neural basis of reading
• Left inferior frontal gyrus
• Left temporo-parietal cortex
• Left infero-temporal cortex
OrthographyDirect Lexical Access
![Page 24: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/24.jpg)
The neural basis of reading
• Left inferior frontal gyrus
• Left temporo-parietal cortex
• Left infero-temporal cortex
Cross-modal integrationPhonological assembly
Semantics
![Page 25: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/25.jpg)
The neural basis of reading
• Left inferior frontal gyrus
• Left temporo-parietal cortex
• Left infero-temporal cortex
SemanticsPhonological assembly
![Page 26: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/26.jpg)
Center for the Study of Learning, Georgetown University
![Page 27: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/27.jpg)
![Page 28: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/28.jpg)
Implicit Word Processing
- =Adapted from Price et al, 1996
41 normal subjects
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23Male Female
![Page 29: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/29.jpg)
Task PerformanceWords vs. False Fonts
Accuracy Reaction Time
-15
-10
-5
0
5
10
15
20
6 8 10 12 14 16 18 20 22
Age (Years)
Acc
ura
cy D
iffe
ren
ce (
% c
orr
ect)
R2= .00 n.s.
-200
-150
-100
-50
50
100
150
200
6 8 10 12 14 16 18 20 22
Age (Years)
Rea
ctio
n T
ime
Dif
fere
nce
(m
s)
R2= .03 n.s.
0
![Page 30: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/30.jpg)
6- 9.4 yn=13
9.4- 18 yn=13
20- 23 yn=15
Implicit Reading Activity
Turkeltaub et al. Nature Neuroscience, 2003
![Page 31: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/31.jpg)
Developmental Changes in Activity
p< .001, peak p< .0001Reading Composite
fMR
I
![Page 32: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/32.jpg)
Samuel Orton1925
“In the process of early visual education… the storage of memory images of letters and words occurs in both hemispheres…. the process of learning to read entails the elision from the focus of attention of the confusing memory images of the nondominant hemisphere”
![Page 33: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/33.jpg)
Phonology and Reading
• Types of phonological processing (Wagner & Torgesen, 1987)
– Phonological awareness (LAC)– Phonological naming (RAN)– Working memory (Digit Span)
• Subtypes of dyslexia are associated with these types of phonology
• Are these abilities associated with different aspects of reading?
![Page 34: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/34.jpg)
19981998 20002000
![Page 35: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/35.jpg)
National Reading Panel, 2000: Five Component Skills Essential for reading
Phonemic AwarenessPhonemic Awareness
PhonicsPhonics
FluencyFluency
VocabularyVocabulary
Comprehension strategiesComprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
![Page 36: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/36.jpg)
Phonological Awareness
Lindamood Auditory Conceptualization Test (LAC)
“Show me /p/ /t/ /p/”
“If this says ‘eth’,show me ‘ith’
![Page 37: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/37.jpg)
Phonological Naming
Rapid Automatized Naming Test (RAN)
s a o d o p a p d os d a o a p s p d so p s p d o s a o pa d o p s p a s d sp o s d s p o a o d
s a o d o p a p d os d a o a p s p d so p s p d o s a o pa d o p s p a s d sp o s d s p o a o d
![Page 38: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/38.jpg)
Working Memory
Digit Span
“3 8 2 4”“7 4 6 2 5”
“9 2 3 6 1 8”“5 3 8 2 7 4 6”
“2 5 4 3 2 8 9 4”
![Page 39: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/39.jpg)
Correlations with Phonology
Phonological AwarenessPhonological RecodingWorking Memory
p< .005, peak p< .0005
Turkeltaub et al. Nature Neuroscience, 2003
![Page 40: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/40.jpg)
Conclusions
Young Readers Phonology
Young readers activateleft temporoparietalcortex, related to phonological awareness
![Page 41: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/41.jpg)
Conclusions
Young Readers Phonology
Reading Acquisition
Young readers activatetemporoparietal cortex, related to phonologicalawareness
Reading acquisition=
Right posterior cortex(nonlinguistic visual)
Left frontal & temporal(phonology, semantics)
![Page 42: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/42.jpg)
Reading in Children Aged 6 to 9Chinese and American
Data provided by LH Tan Turkeltaub et al., 2003
![Page 43: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/43.jpg)
The neural basis of precocious reading acquisition: fMRI case study
of hyperlexic reading
![Page 44: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/44.jpg)
![Page 45: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/45.jpg)
Hyperlexia
• Developmental disorder of communication (usually autism spectrum)
• Extremely precocious reading learned very early without explicit instruction
• Reading scores above expectation, with comprehension commensurate with verbal ability
• Incidence ≈ 2 / 10,000 (Burd et al., 1985, Yeargin- Allsopp, 2003)
![Page 46: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/46.jpg)
Ethan
• 10-year-old boy• Disordered
– expressive/receptive language (first word at 3.5y)– social interaction– motor coordination
• Pervasive Developmental Disorder- Not Otherwise Specified
• Early intense interest in text• Precocious reading
![Page 47: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/47.jpg)
Ethan’s Reading Scores
Age
5y-11m
9y-9m
Word I.D.
Age eq.
8y-10m
15y-1m
WordAttackAge eq.
9y-4m
16y-11m
GORTPassage
Age eq.
10.3
14.9
GORTComp.Age eq.
<7.9
12.1
![Page 48: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/48.jpg)
Dyslexic vs. Hyperlexic Reading
Words Dyslexic Hyperlexic
11.1 yr 7.0 yr
therapeutic
bouquet
trivialities
![Page 49: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/49.jpg)
Hyperlexia HypothesesLeft Hemisphere
Phonological AdvantageWelsh et al., 1987
Right HemisphereVisual Advantage
Cobrinik, 1982
![Page 50: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/50.jpg)
Methods
• Same fMRI methods as cross sectional study
• Compared Ethan to two control groups– Age Matched (n=9)– Reading Matched (n=8)
![Page 51: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/51.jpg)
Ethan- Implicit Reading
P< .005Turkeltaub et al., Neuron 2004
![Page 52: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/52.jpg)
Ethan vs. ControlsLeft Hemisphere
AgeMatched
(n=9)
ReadingMatched
(n=8)
Correlations with Phonological Awareness
p< .005, peak p< .0005LAC
fMR
I
![Page 53: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/53.jpg)
Ethan vs. ControlsRight Hemisphere
AgeMatched
(n=9)
ReadingMatched
(n=8)
Reading Acquisition
Turkeltaub et al. Neuron, 2004
![Page 54: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/54.jpg)
Hyperlexia HypothesesLeft Hemisphere
Phonological AdvantageWelsh et al., 1987
Right HemisphereVisual Advantage
Cobrinik, 1982
![Page 55: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/55.jpg)
Conclusions
• In contrast to single hemisphere theories, Ethan demonstrated both– Hyper-activity in left hemisphere
phonological areas– Increased activity in right hemisphere
visual areas
• Left temporoparietal cortex is hyper-active in hyperlexia
![Page 56: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/56.jpg)
![Page 57: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/57.jpg)
Reading Research
BasicResearch
TranslationalResearch
Policy and Education
![Page 58: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/58.jpg)
The International Dyslexia Association / NICHD Research
Definition of Dyslexia
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities...
![Page 59: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/59.jpg)
The International Dyslexia Association / NICHD Research
Definition of Dyslexia
… These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction…
![Page 60: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/60.jpg)
The International Dyslexia Association / NICHD Research
Definition of Dyslexia
… Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
![Page 61: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/61.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 62: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/62.jpg)
Developmental Dyslexia
• 15% of the population is Learning Disabled
• 75-80% or these are Dyslexic
• 5 to 12 % school aged children in the US have basic deficits in reading (IQ discrepant model versus low achievement)
• Males and females a not equally affected
![Page 63: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/63.jpg)
Developmental Dyslexia
• 74% of poor 3rd graders were still impaired when tested in high school
• “Compensated” adult dyslexics still demonstrate measurable underlying problems
• 60% of poor adult readers have undetected or untreated LD
• 50% of juvenile delinquents have undetected LD
![Page 64: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/64.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 65: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/65.jpg)
Behavioral Evaluation of Dyslexia
Measurement:
• Single Word Reading
• Phonemic Awareness
• Automatic Naming Speed
• Sequential Working Memory
![Page 66: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/66.jpg)
Behavioral Evaluation of Dyslexia
Measurement:
Single Word Reading
• Phonemic Awareness
• Automatic Naming Speed predictive
• Sequential Working Memory
![Page 67: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/67.jpg)
Behavioral Manifestations of Developmental
Dyslexia• Phonological Processing
– Sound segmentation and manipulation
– Rapid name retrieval– Verbal working memory
![Page 68: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/68.jpg)
Behavioral Manifestations of Developmental
Dyslexia• Phonological Processing
– Sound segmentation and manipulation
– Rapid name retrieval– Verbal working memory
• Sensorimotor Processing– Visual motion processing– Motor coordination– Auditory processing
![Page 69: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/69.jpg)
Ramus, TINS 2004
![Page 70: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/70.jpg)
Eden et al., Nature 1996
Visual Motion Perception: Controls versus Dyslexics
![Page 71: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/71.jpg)
Demb et al.,1997 Proc.Nat.Acad.Sci.
![Page 72: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/72.jpg)
Ramus, TINS 2004
![Page 73: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/73.jpg)
Ramus 2004• Genetically driven focal cortical
abnormalities disrupt processes in the left hemisphere (phonological processing)
• Under certain hormonal conditions these disruptions propagate to the thalamus, leading to sensory impairment
• These disruptions also extend to posterior parietal cortex and cerebellum
![Page 74: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/74.jpg)
![Page 75: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/75.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 76: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/76.jpg)
Anatomical VariationsLeftLeft
RightRight
II
IIII
IIIIII
IVIV
VV
VIVI
Galaburda et al. 1985
![Page 77: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/77.jpg)
Neural Basis of Dyslexia: Structural MRI Studies
Findings reported only once
Findings reported more than once
Eckert et al. 2004
![Page 78: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/78.jpg)
Left Hemisphere White Matter Tracts and Dyslexia
• Reduced fractional anisotropy (FA) in L arcuate fasciculus.
• Positive correlation of L arcuate fasciculus FA with PA.
• Positive correlation of L inferior fronto-occipital fasciculus FA with orthographic processing.
Vandermosten et al. 2012
![Page 79: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/79.jpg)
White Matter Studies of DyslexiaChildren
• Compared to Typical Readers– Reduced FA in left IFG (Rimrodt et al., 2010)– Reduced FA in left temporo-parietal WM
(Rimdodt et al., 2010)– Reduced FA of inferior-fronto occipital fasciculus
(Rollins et al., 2009)– Reduced FA of inferior longitudinal fasciculus
(Rollins et al., 2009)– Increased posterior corpus collosum (Hasan et
al., 2012)– Reduced left superior longitudinal fasciculus FA
(Carter et al., 2009)– Abnormal orientation of right superior longitudinal
fasciculus (Carter et al., 2009)
• Correlations – Positive for reading speed and left IFG FA
(Rimrodt et al., 2010)– Positive for posterior corpus collosum mean
diffusivity with word reading and comprehension (Hasan et al., 2012)
– Positive for superior corona radiata and single/pseudoword reading (Odegard et al., 2009)
– Positive for left temporo-parietal WM with reading scores (Niogi and McCandliss, 2006)
Adults• Compared to Typical Readers
– Reduced FA of left arcuate fasciculus (Vandermosten et al., 2012)
– Reduced FA in bilateral temporo-parietal WM (Klingberg et al., 2000)
– Reduced FA bilateral fronto-temporal WM (Steinbrink et al., 2008)
– Reduced FA left temporo-parietal WM (Steinbrink et al., 2008)
• Correlations– Positive for phonemic awareness and
speech perception with FA of left arcuate fasciculus (Vandermosten et al., 2012)
– Positive for left temporo-parietal WM and reading score (Klingberg et al., 2000)
![Page 80: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/80.jpg)
Flowers, Wood, & Naylor, 1991
![Page 81: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/81.jpg)
Typical Readers
Neurobiological Basis of Reading
![Page 82: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/82.jpg)
Typical Readers Dyslexic Readers
Neurobiological Basis of Reading
![Page 83: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/83.jpg)
![Page 84: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/84.jpg)
![Page 85: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/85.jpg)
fixate repeat delete
+ rat rat
rat at
fixation vocalization vocalization +
phonological manipulation
Task
Stimulus
Response
Processes
Phoneme Deletion TASK
![Page 86: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/86.jpg)
Typical Readers: Deletion versus Repetition
left right
![Page 87: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/87.jpg)
Dyslexic Readers: Deletion versus Repetition
left right
![Page 88: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/88.jpg)
Group Comparison: Controls > Dyslexics
left right
Eden et al., Neuron 2004
![Page 89: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/89.jpg)
Controls > Dyslexics
Dyslexia across cultures: same or different?
Same brain region less active in dyslexics during reading tasks in all countries
Paulesu et al., 2001
![Page 90: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/90.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 91: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/91.jpg)
Genetic Basis of Dyslexia
• 75 - 100% concordance in monozygotic twins
• 35 - 40% concordance in first degree relatives
• Chromosomes 1, 2, 6, 15 and 18 are implicated in various studies
![Page 92: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/92.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 93: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/93.jpg)
Early Identification
Predictive Assessment of Reading (PAR)
Source: Wake Forest University
• Letter and word recognition (correctly pronouncing printed letters and words)
• Phonemic awareness (recognition of specific sounds in a word)
• Naming speed (speed of naming of letters, digits or common objects that are already known)
![Page 94: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/94.jpg)
Early Identification
Predictive Assessment of Reading (PAR)
Source: Wake Forest University
Accuracy of PAR Prediction
20
40
60
80
100
120
140
160
40 60 80 100 120 140 160
PAR Predicted Reading Score
Ac
tua
l WJ
-III
Re
ad
ing
S
co
re
![Page 95: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/95.jpg)
Early Identification of Dyslexia
Comprehensive Test of Phonological Processing (CTOPP)
Early Literacy Screening (NCLD)
Fox in a Box
Predictive Assessment of Reading (PAR)
Phonological Awareness Literacy Screening (PALS)
Test of Word Reading Efficiency (TOWRE)
Test of Phonological Awareness (TOPA)
Texas Primary Reading Inventory
Source: Parenting a Struggling Reader, Hall & Moats
![Page 96: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/96.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 97: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/97.jpg)
Remediation Approaches • Phonology and other language structures are explicitly and systematically taught
• Large amount of practice given & small group or one-one
• Use of enhancing techniques (multi-sensory techniques linking listening, speaking, reading, and writing)
![Page 98: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/98.jpg)
Examples of Multisensory Remediation Approaches
Orton-Gillingham Sonday System
Alphabetic Phonics Lindamood-Bell
Slingerland Phonographix
Spaulding
Wilson Language
LANGUAGE!
Project Read
June and Samuel Orton
http://www.interdys.org/
![Page 99: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/99.jpg)
Research and Science Policy
No Child Left Behind Act, Reading First, 2001
• Requires methods that are used in the classroom to teach children how to read to be based upon valid scientific findings
• Based on findings from the National Reading Panel: Meta-analysis of scientific studies on reading that met certain criteria
![Page 100: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/100.jpg)
Institute of Educational SciencesUS Department of Education
Guidelines on how to evaluate whether an educational intervention is supported by rigorous evidence
Randomized controlled trials
+
Effective in two or more settings
= Strong Evidence
Pre-post studies do not comprise “strong” or even “possible evidence” - often produce erroneous results
![Page 101: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/101.jpg)
Institute of Educational SciencesUS Department of Education
Coalition for Evidence-Based Policy
“There are a vast array of educational interventions that claim to improve educational outcomes and to be supported by evidence…
...introduced with great fanfare as being able to produce dramatic gains…
…yielding little in the way of positive and long lasting changes”
![Page 102: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/102.jpg)
-
=
)(
After BeforeIntervention Intervention
![Page 103: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/103.jpg)
Dyslexia-specific brain activation profile becomes normal following successful remedial training
Simos, Fletcher, et al. Neurology,2002
Pretesting Posttesting
![Page 104: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/104.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 105: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/105.jpg)
Interval Between Measurements
P-Pretest Pre Post 1 year 2 year
75
80
85
90
95
LIPS
EP
Growth in Total Reading Skill Before, During, and Following Intensive
InterventionS
tand
ard
Sco
re
Torgesen, et al., 2001
![Page 106: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/106.jpg)
Study Design• Assignment of individuals into different interventions
• Groups are equal in reading measures prior to the intervention
• Compare the two groups after intervention
Group1 Group 2
Pre intervention
A B
Post intervention
![Page 107: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/107.jpg)
June and Samuel Orton
![Page 108: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/108.jpg)
Adult Phonological Intervention Study
Subjects:• 20 Adults from Orton Center, recruited through Wake Forest University
Intervention:• 112.5 hours of Lindamood-Bell (over 8 weeks)
Before and after measures:
• Behavior: reading, phonemic awareness
• Physiology (fMRI): phonemic segmentation
![Page 109: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/109.jpg)
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
Visual Imagery (SI)
Phonemic Awareness (TAAS)
Per
cen
t C
han
ges
Non-Intervention Group Intervention Group
*p < .05
*
*
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
Visual Imagery (SI)
Phonemic Awareness (TAAS)
Per
cen
t C
han
ges
Non-Intervention Group Intervention GroupNon-Intervention Group Intervention GroupNon-Intervention Group Intervention Group
*p < .05
*
*
Skills Targeted by Intervention
Visual Imagery (SI) Phonemic Awareness (TAAS)
![Page 110: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/110.jpg)
-5.0
0.0
5.0
10.0
15.0
20.0
25.0
30.0
Non-Word Reading (WJWASS)
Phonemic Transfer Index (DST)
Per
cen
t C
han
ge
s
Non-Intervention Group Intervention Group
**
*p < .005
-5.0
0.0
5.0
10.0
15.0
20.0
25.0
30.0
Non-Word Reading (WJWASS)
Phonemic Transfer Index (DST)
Per
cen
t C
han
ge
s
Non-Intervention Group Intervention GroupNon-Intervention Group Intervention GroupNon-Intervention Group Intervention Group
**
*p < .005
Skills Supporting Reading
Non-Word Reading Phonemic Transfer Index(WJWASS) (DST)
![Page 111: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/111.jpg)
-4.0
-2.0
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
Real Word Reading (WRAT)
Reading Accuracy (GORT)
Reading Rate (GORT)
Reading Comprehension(GORT)
Sta
nd
ard
Sco
re C
han
ges
Non-Intervention Group Intervention Group
*
*p < .05
-4.0
-2.0
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
Real Word Reading (WRAT)
Reading Accuracy (GORT)
Reading Rate (GORT)
Reading Comprehension(GORT)
Sta
nd
ard
Sco
re C
han
ges
Non-Intervention Group Intervention GroupNon-Intervention Group Intervention GroupNon-Intervention Group Intervention Group
*
*p < .05
Oral Reading Skills
Real Word Reading Reading Accuracy Reading Rate Reading(WRAT) (GORT) (GORT) Comprehension (GORT)
![Page 112: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/112.jpg)
-
=
)(
After BeforeIntervention Intervention
![Page 113: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/113.jpg)
Intervention No Intervention
Before
After
![Page 114: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/114.jpg)
ANOVA Group x Day: Increases in Activity Following Intervention
left rightEden et al., Neuron 2004
![Page 115: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/115.jpg)
ANOVA Group x Day: Increases in Activity Following Intervention
left rightEden et al., Neuron 2004
![Page 116: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/116.jpg)
Conclusion
• After phonological intervention adults with dyslexia show increased activation in the left and right hemispheres.
• The right hemisphere areas are similar to those in the left hemisphere involved in phonological processing in good readers.
![Page 117: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/117.jpg)
Increases in Activity Following Intervention Children
Left Inferior Frontal Gyrus: increases in children (average 9 years) N=32
![Page 118: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/118.jpg)
Skills Targeted by Intervention
*** p<0.001, ** p<0.01, * p<0.05
***
**
![Page 119: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/119.jpg)
Reading Skills
*** p<0.001, ** p<0.01, * p<0.05
***
***
***
![Page 120: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/120.jpg)
Skills Supporting Reading
*** p<0.001, ** p<0.01, * p<0.05
*
![Page 121: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/121.jpg)
What else changes in the brain?
What’s the matter GRAY MATTER?
![Page 122: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/122.jpg)
Draganski et al., Nature 2004
![Page 123: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/123.jpg)
Research Design
• 11 dyslexic children: reading intervention followed by no instruction
• Anatomical scans obtained at each time point for analysis of gray matter volume
Reading Intervention No Intervention
SCAN1 SCAN 2 SCAN 3
8 weeks 8 weeks
![Page 124: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/124.jpg)
Behavioral Changes After Intervention
![Page 125: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/125.jpg)
Gray Matter Volume Increases After Intervention
Right Cerebellum
Left Fusiform/Hippocampus Right
Hippocampus
Left Precuneus
![Page 126: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/126.jpg)
Percent Change in Gray Matter Volume
![Page 127: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/127.jpg)
•Regions know to be involved in the processing of information from multiple sensory modalities are also involved in reading.
• The neurobiological representation of reading is established early on.
Overall Summary
![Page 128: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/128.jpg)
•Dyslexic individuals show under- activity in these regions, especially parietal cortex.
•Brain activity changes following intensive remediation. Adults and children exhibit different patterns.
•Structural changes are also observed following intervention.
Overall Summary
![Page 129: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/129.jpg)
Who will have the greatest reading gains after the intervention?
Those who show brain activity in inferior parietal cortex prior to the intervention. Activity here is predictive of the amount of reading improvement.
![Page 130: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/130.jpg)
Developmental Dyslexia
Research•Behavioral Evidence•Anatomical and Physiological
evidence•Genetic evidence
Practice•Early identification•Remediation
![Page 131: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/131.jpg)
John AgnewKate CappellEmily CurranEmma ColeIain DeWittErin EinbinderLynn GareauKaren JonesDaniel KooAnthony KrafnickJoe MaisogMartha MirandaAlison MerikangasCorinna MooreEileen NapolielloOlumide OluladeJenni RosenbergPeter TurkeltaubRobert TwomeyJohn VanMeter
Wake Forest UniversityLynn FlowersFrank WoodDebi Hill
Gallaudet UniversityCarol LaSassoKelly Crain
Supported by NSF, NICHD, NIDCD, NIMH
![Page 132: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/132.jpg)
The 63rd International Dyslexia Association Annual Conference
http://www.interdys.org/
![Page 133: Wake Forest University](https://reader035.vdocuments.site/reader035/viewer/2022081501/568148c2550346895db5dec0/html5/thumbnails/133.jpg)
http://csl.georgetown.edu