The Experts below are selected from a list of 12468 Experts worldwide ranked by ideXlab platform
Albert M Galaburda - One of the best experts on this subject based on the ideXlab platform.
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Reading Impairment in the neuronal migration disorder of periventricular nodular heterotopia
Neurology, 2005Co-Authors: Bernard S Chang, Volney L. Sheen, B Appignani, Kira Apse, R S Ravenscroft, M J Doherty, David B Hackney, Margaret Oconnor, Albert M GalaburdaAbstract:Objective: To define the behavioral profile of periventricular nodular heterotopia (PNH), a malformation of cortical development that is associated with seizures but reportedly normal intelligence, and to correlate the results with anatomic and clinical features of this disorder. Methods: Ten consecutive subjects with PNH, all with epilepsy and at least two periventricular nodules, were studied with structural MRI and neuropsychological testing. Behavioral results were statistically analyzed for correlation with other features of PNH. Results: Eight of 10 subjects had deficits in Reading skills despite normal intelligence. Processing speed and executive function were also impaired in some subjects. More marked Reading difficulties were seen in subjects with more widely distributed heterotopia. There was no correlation between Reading skills and epilepsy severity or antiepileptic medication use. Conclusion: The neuronal migration disorder of periventricular nodular heterotopia is associated with an Impairment in Reading skills despite the presence of normal intelligence. NEUROLOGY 2005;64:799-803 Malformations of cortical development (MCDs) are a common finding in patients with epilepsy and other neurologic conditions. 1 Research into their molecular and genetic basis has advanced our understanding of the mechanisms of cerebral cortical development. 2 However, our knowledge of the clinical consequences of these malformations remains incomplete. The be- havioral characterization of patients with MCDs of- fers an opportunity to assess the impact of anatomic abnormalities on cognitive function. Periventricular nodular heterotopia (PNH) is an MCD in which nodules of heterotopic gray matter line the lateral ventricles bilaterally 3 ; most com- monly, it is associated with mutations in the FLNA (filamin A) gene. 4 Most patients with PNH have epi- lepsy but are generally said to be of normal intelli- gence. 5,6 Functional neuroimaging studies in PNH have suggested that the overlying cerebral cortex re- tains its usual map of functional localization, 7 de- spite the potential lack of a full complement of neurons due to migration failure. There is also evi- dence that the heterotopic nodules may form white matter connections with each other and with overly- ing cortex 8-10 and even become activated themselves during the performance of certain tasks. 11,12 We sought to study the behavioral characteristics of PNH and relate our findings to measures of sever- ity of the malformation and accompanying seizure disorder.
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Reading Impairment in the neuronal migration disorder of periventricular nodular heterotopia
Neurology, 2005Co-Authors: Bernard S Chang, Volney L. Sheen, B Appignani, Kira Apse, R S Ravenscroft, M J Doherty, David B Hackney, Margaret Oconnor, Albert M GalaburdaAbstract:Objective: To define the behavioral profile of periventricular nodular heterotopia (PNH), a malformation of cortical development that is associated with seizures but reportedly normal intelligence, and to correlate the results with anatomic and clinical features of this disorder. Methods: Ten consecutive subjects with PNH, all with epilepsy and at least two periventricular nodules, were studied with structural MRI and neuropsychological testing. Behavioral results were statistically analyzed for correlation with other features of PNH. Results: Eight of 10 subjects had deficits in Reading skills despite normal intelligence. Processing speed and executive function were also impaired in some subjects. More marked Reading difficulties were seen in subjects with more widely distributed heterotopia. There was no correlation between Reading skills and epilepsy severity or antiepileptic medication use. Conclusion: The neuronal migration disorder of periventricular nodular heterotopia is associated with an Impairment in Reading skills despite the presence of normal intelligence.
Guosheng Ding - One of the best experts on this subject based on the ideXlab platform.
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aberrant topologies and reconfiguration pattern of functional brain network in children with second language Reading Impairment
Developmental Science, 2016Co-Authors: Lanfang Liu, Manli Zhang, Xiangzhi Meng, Zhengke Wang, Na Wei, Li Liu, Guosheng DingAbstract:Prior work has extensively studied neural deficits in children with Reading Impairment (RI) in their native language but has rarely examined those of RI children in their second language (L2). A recent study revealed that the function of the local brain regions was disrupted in children with RI in L2, but it is not clear whether the disruption also occurs at a large-scale brain network level. Using fMRI and graph theoretical analysis, we explored the topology of the whole-brain functional network during a phonological rhyming task and network reconfigurations across task and short resting phases in Chinese children with English Reading Impairment versus age-matched typically developing (TD) children. We found that, when completing the phonological task, the RI group exhibited higher local network efficiency and network modularity compared with the TD group. When switching between the phonological task and the short resting phase, the RI group showed difficulty with network reconfiguration, as reflected in fewer changes in the local efficiency and modularity properties and less rearrangement of the modular communities. These findings were reproducible after controlling for the effects of in-scanner accuracy, participant gender, and L1 Reading performance. The results from the whole-brain network analyses were largely replicated in the task-activated network. These findings provide preliminary evidence supporting that RI in L2 is associated with not only abnormal functional network organization but also poor flexibility of the neural system in responding to changing cognitive demands.
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neural deficits in auditory phonological processing in chinese children with english Reading Impairment
Bilingualism: Language and Cognition, 2016Co-Authors: Xiangzhi Meng, Mengyu Tian, Nadine Gaab, Hanlin You, Meixia Song, Amy S Desroches, Zhengke Wang, Na Wei, Guosheng DingAbstract:Auditory phonological processing skills are critical for successful Reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory phonological processing remain unknown in English-as-the-second-language (ESL) learners with Reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English Impairment across the L1 and L2 learners.
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neural deficits in second language Reading fmri evidence from chinese children with english Reading Impairment
NeuroImage, 2011Co-Authors: Hanlin You, Xiangzhi Meng, Nadine Gaab, Meixia Song, Zhengke Wang, Na Wei, Alice Chenglai, Jie Jian, Guosheng DingAbstract:In alphabetic language systems, converging evidence indicates that developmental dyslexia represents a disorder of phonological processing both behaviorally and neurobiologically. However, it is still unknown whether, impaired phonological processing remains the core deficit of impaired English Reading in individuals with English as their second language and how it is represented in the neural cortex. Using functional magnetic resonance imaging, the present study investigated the neural responses to letter rhyming judgment (phonological task) and letter same/different judgment (orthographic task) in Chinese school children with English and Chinese Reading Impairment compared to typically developing children. Whole brain analyses with multiple comparison correction revealed reduced activation within the left lingual/calcarine gyrus during orthographic processing in children with Reading Impairment compared to typical readers. An independent region of interest analysis showed reduced activation in occipitotemporal regions during orthographic processing, and reduced activation in parietotemporal regions during phonological processing, consistent with previous studies in English native speakers. These results suggest that similar neural deficits are involved for impaired phonological processing in English as both the first and the second language acquired. These findings pose implications for Reading remediation, educational curriculum design, and educational policy for second language learners.
Xiangzhi Meng - One of the best experts on this subject based on the ideXlab platform.
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Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.
The Cerebellum, 2016Co-Authors: Xiaoxia Feng, Manli Zhang, Xiujie Yang, Mengyu Tian, Nathalie N. Bélanger, Yao Lu, Le Li, Xiangzhi MengAbstract:Previous neuroimaging studies have found atypical cerebellar activation in individuals with dyslexia in either motor-related tasks or language tasks. However, studies investigating atypical cerebellar activation in individuals with dyslexia have mostly used tasks tapping phonological processing. A question that is yet unanswered is whether the cerebellum in individuals with dyslexia functions properly during orthographic processing of words, as growing evidence shows that the cerebellum is also involved in visual and spatial processing. Here, we investigated cerebellar activation and cerebro-cerebellar functional connectivity during word processing in dyslexic readers and typically developing readers using tasks that tap orthographic and phonological codes. In children with dyslexia, we observed an abnormally higher engagement of the bilateral cerebellum for the orthographic task, which was negatively correlated with literacy measures. The greater the Reading Impairment was for young dyslexic readers, the stronger the cerebellar activation was. This suggests a compensatory role of the cerebellum in Reading for children with dyslexia. In addition, a tendency for higher cerebellar activation in dyslexic readers was found in the phonological task. Moreover, the functional connectivity was stronger for dyslexic readers relative to typically developing readers between the lobule VI of the right cerebellum and the left fusiform gyrus during the orthographic task and between the lobule VI of the left cerebellum and the left supramarginal gyrus during the phonological task. This pattern of results suggests that the cerebellum compensates for Reading Impairment through the connections with specific brain regions responsible for the ongoing Reading task. These findings enhance our understanding of the cerebellum’s involvement in Reading and Reading Impairment.
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aberrant topologies and reconfiguration pattern of functional brain network in children with second language Reading Impairment
Developmental Science, 2016Co-Authors: Lanfang Liu, Manli Zhang, Xiangzhi Meng, Zhengke Wang, Na Wei, Li Liu, Guosheng DingAbstract:Prior work has extensively studied neural deficits in children with Reading Impairment (RI) in their native language but has rarely examined those of RI children in their second language (L2). A recent study revealed that the function of the local brain regions was disrupted in children with RI in L2, but it is not clear whether the disruption also occurs at a large-scale brain network level. Using fMRI and graph theoretical analysis, we explored the topology of the whole-brain functional network during a phonological rhyming task and network reconfigurations across task and short resting phases in Chinese children with English Reading Impairment versus age-matched typically developing (TD) children. We found that, when completing the phonological task, the RI group exhibited higher local network efficiency and network modularity compared with the TD group. When switching between the phonological task and the short resting phase, the RI group showed difficulty with network reconfiguration, as reflected in fewer changes in the local efficiency and modularity properties and less rearrangement of the modular communities. These findings were reproducible after controlling for the effects of in-scanner accuracy, participant gender, and L1 Reading performance. The results from the whole-brain network analyses were largely replicated in the task-activated network. These findings provide preliminary evidence supporting that RI in L2 is associated with not only abnormal functional network organization but also poor flexibility of the neural system in responding to changing cognitive demands.
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neural deficits in auditory phonological processing in chinese children with english Reading Impairment
Bilingualism: Language and Cognition, 2016Co-Authors: Xiangzhi Meng, Mengyu Tian, Nadine Gaab, Hanlin You, Meixia Song, Amy S Desroches, Zhengke Wang, Na Wei, Guosheng DingAbstract:Auditory phonological processing skills are critical for successful Reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory phonological processing remain unknown in English-as-the-second-language (ESL) learners with Reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English Impairment across the L1 and L2 learners.
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neural deficits in second language Reading fmri evidence from chinese children with english Reading Impairment
NeuroImage, 2011Co-Authors: Hanlin You, Xiangzhi Meng, Nadine Gaab, Meixia Song, Zhengke Wang, Na Wei, Alice Chenglai, Jie Jian, Guosheng DingAbstract:In alphabetic language systems, converging evidence indicates that developmental dyslexia represents a disorder of phonological processing both behaviorally and neurobiologically. However, it is still unknown whether, impaired phonological processing remains the core deficit of impaired English Reading in individuals with English as their second language and how it is represented in the neural cortex. Using functional magnetic resonance imaging, the present study investigated the neural responses to letter rhyming judgment (phonological task) and letter same/different judgment (orthographic task) in Chinese school children with English and Chinese Reading Impairment compared to typically developing children. Whole brain analyses with multiple comparison correction revealed reduced activation within the left lingual/calcarine gyrus during orthographic processing in children with Reading Impairment compared to typical readers. An independent region of interest analysis showed reduced activation in occipitotemporal regions during orthographic processing, and reduced activation in parietotemporal regions during phonological processing, consistent with previous studies in English native speakers. These results suggest that similar neural deficits are involved for impaired phonological processing in English as both the first and the second language acquired. These findings pose implications for Reading remediation, educational curriculum design, and educational policy for second language learners.
Bernard S Chang - One of the best experts on this subject based on the ideXlab platform.
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Reading Impairment in the neuronal migration disorder of periventricular nodular heterotopia
Neurology, 2005Co-Authors: Bernard S Chang, Volney L. Sheen, B Appignani, Kira Apse, R S Ravenscroft, M J Doherty, David B Hackney, Margaret Oconnor, Albert M GalaburdaAbstract:Objective: To define the behavioral profile of periventricular nodular heterotopia (PNH), a malformation of cortical development that is associated with seizures but reportedly normal intelligence, and to correlate the results with anatomic and clinical features of this disorder. Methods: Ten consecutive subjects with PNH, all with epilepsy and at least two periventricular nodules, were studied with structural MRI and neuropsychological testing. Behavioral results were statistically analyzed for correlation with other features of PNH. Results: Eight of 10 subjects had deficits in Reading skills despite normal intelligence. Processing speed and executive function were also impaired in some subjects. More marked Reading difficulties were seen in subjects with more widely distributed heterotopia. There was no correlation between Reading skills and epilepsy severity or antiepileptic medication use. Conclusion: The neuronal migration disorder of periventricular nodular heterotopia is associated with an Impairment in Reading skills despite the presence of normal intelligence. NEUROLOGY 2005;64:799-803 Malformations of cortical development (MCDs) are a common finding in patients with epilepsy and other neurologic conditions. 1 Research into their molecular and genetic basis has advanced our understanding of the mechanisms of cerebral cortical development. 2 However, our knowledge of the clinical consequences of these malformations remains incomplete. The be- havioral characterization of patients with MCDs of- fers an opportunity to assess the impact of anatomic abnormalities on cognitive function. Periventricular nodular heterotopia (PNH) is an MCD in which nodules of heterotopic gray matter line the lateral ventricles bilaterally 3 ; most com- monly, it is associated with mutations in the FLNA (filamin A) gene. 4 Most patients with PNH have epi- lepsy but are generally said to be of normal intelli- gence. 5,6 Functional neuroimaging studies in PNH have suggested that the overlying cerebral cortex re- tains its usual map of functional localization, 7 de- spite the potential lack of a full complement of neurons due to migration failure. There is also evi- dence that the heterotopic nodules may form white matter connections with each other and with overly- ing cortex 8-10 and even become activated themselves during the performance of certain tasks. 11,12 We sought to study the behavioral characteristics of PNH and relate our findings to measures of sever- ity of the malformation and accompanying seizure disorder.
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Reading Impairment in the neuronal migration disorder of periventricular nodular heterotopia
Neurology, 2005Co-Authors: Bernard S Chang, Volney L. Sheen, B Appignani, Kira Apse, R S Ravenscroft, M J Doherty, David B Hackney, Margaret Oconnor, Albert M GalaburdaAbstract:Objective: To define the behavioral profile of periventricular nodular heterotopia (PNH), a malformation of cortical development that is associated with seizures but reportedly normal intelligence, and to correlate the results with anatomic and clinical features of this disorder. Methods: Ten consecutive subjects with PNH, all with epilepsy and at least two periventricular nodules, were studied with structural MRI and neuropsychological testing. Behavioral results were statistically analyzed for correlation with other features of PNH. Results: Eight of 10 subjects had deficits in Reading skills despite normal intelligence. Processing speed and executive function were also impaired in some subjects. More marked Reading difficulties were seen in subjects with more widely distributed heterotopia. There was no correlation between Reading skills and epilepsy severity or antiepileptic medication use. Conclusion: The neuronal migration disorder of periventricular nodular heterotopia is associated with an Impairment in Reading skills despite the presence of normal intelligence.
Margaret J Snowling - One of the best experts on this subject based on the ideXlab platform.
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parents of children with dyslexia cognitive emotional and behavioural profile
Dyslexia, 2014Co-Authors: Paola Bonifacci, Martina Montuschi, Laura Lami, Margaret J SnowlingAbstract:Within a dimensional view of Reading disorders, it is important to understand the role of environmental factors in determining individual differences in literacy outcome. In the present study, we compared a group of 40 parents of children with dyslexia (PDys) with a group of 40 parents of typically developing children. The two parent groups did not differ in socioeconomic status or nonverbal IQ. Participants were assessed on cognitive (IQ, digit span) and literacy (Reading fluency and accuracy) tasks, phonological awareness and verbal fluency measures. Questionnaires addressed Reading history, parental distress, family functioning, anxiety and depression. The PDys group performed worse in all literacy measures and more frequently reported a history of poor Reading; they also showed more parental distress. There were no differences between the two groups in depression or family functioning and no differences between mothers and fathers. Findings indicate that PDys show a cognitive profile consistent with the broader phenotype of dyslexia (i.e. Reading Impairment and poor phonological awareness), whereas, considering the emotional profile, the impact of dyslexia on the family system is limited to parental distress associated with the perception of having a child with specific needs. Copyright © 2013 John Wiley & Sons, Ltd. Parents of children with dyslexia may themselves have Reading problems and hence difficulty in supporting their children's school work. Practitioners may consider Reading history (as measured by the Adult Reading History Questionnaire) as a first screening tool to identify possible Reading difficulties in parents. Practitioners should help parents of children with dyslexia to manage their emotional reactions to having a child with difficulties. Family functioning does not differ within families with and without dyslexia. Being the parent of a child with dyslexia is not a significant risk factor for a mental health disorder (e.g. anxiety/depression).
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preschool language profiles of children at family risk of dyslexia continuities with specific language Impairment
Journal of Child Psychology and Psychiatry, 2013Co-Authors: Hannah M Nash, Charles Hulme, Debbie Gooch, Margaret J SnowlingAbstract:Background: Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method: The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls. Results: Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology. As a group, the remaining children had difficulties on tasks tapping phonological skills at T1 and T2. At the individual level, we confirmed that some FR children had both phonological and broader oral language difficulties (compared with TD controls), some had only phonological difficulties and some appeared to be developing typically. Conclusions: We have highlighted the early overlap between family risk of dyslexia and SLI. A family history of dyslexia carries an increased risk for SLI and the two disorders both show an increased incidence of phonological deficits which appear to a proximal risk factor for developing a Reading Impairment. Keywords: Dyslexia, pre-school, SLI, language.
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family risk of dyslexia is continuous individual differences in the precursors of Reading skill
Child Development, 2003Co-Authors: Margaret J Snowling, Alison Gallagher, Uta FrithAbstract:The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years. In the high-risk group, 66% had Reading disabilities at age 8 years compared with 13% in a control group from similar, middle-class backgrounds. However, the family risk of dyslexia was continuous, and high-risk children who did not fulfil criteria for Reading Impairment at 8 years performed as poorly at age 6 as did high-risk impaired children on tests of grapheme–phoneme knowledge. The findings are interpreted within an interactive model of Reading development in which problems in establishing a phonological pathway in dyslexic families may be compensated early by children who have strong language skills.
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precursors of literacy delay among children at genetic risk of dyslexia
Journal of Child Psychology and Psychiatry, 2000Co-Authors: Alison Gallagher, Uta Frith, Margaret J SnowlingAbstract:This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of Reading Impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The "unimpaired" at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early Reading acquisition.
