Javascript must be enabled to continue!
Multimodal investigation of the neurocognitive deficits underlying dyslexia in adulthood
View through CrossRef
AbstractDyslexia is a neurobiological disorder characterised by reading difficulties, yet its underlying causes remain unclear. Neuroimaging and behavioural studies found anomalous responses in tasks requiring phonological processing, motion perception, and implicit learning, and showed gray and white matter abnormalities in several brain regions of dyslexics compared to controls, indicating that dyslexia is a heterogeneous condition and promoting a multifactorial approach. In order to evaluate whether the combination of behavioural and multimodal MRI can have greater sensitivity in identifying neurocognitive traits of dyslexia compared to monocomponential approaches, in 19 dyslexic and 19 control subjects we acquired behavioural cognitive assessments, multiple (phonological, visual motion, rhythmic) mismatch-response functional MRI tasks, structural diffusion-weighted and T1-weighted images. To examine between-group differences in the multimodal neurocognitive measures, we applied univariate and multivariate approaches. Results showed that dyslexics performed worse than controls in behavioural phonological tasks. Neuroimaging analyses revealed that individuals with dyslexia present reduced cerebellar responses to mismatching rhythmic stimuli, as well as structural disorganization in several white matter tracts and cortical regions previously implicated in dyslexia. Most importantly, in line with the view of dyslexia as a multifactorial phenomenon, a machine learning model trained with features from all three MRI modalities (functional, diffusion, and T1-weighted) discriminated between dyslexics and controls with greater accuracy than models including just one modality. The individual classification scores in the multimodal machine learning model correlated with behavioural reading accuracy. These results confirm that dyslexia should be approached as a composite condition characterised by multiple distinctive cognitive and brain features.
Title: Multimodal investigation of the neurocognitive deficits underlying dyslexia in adulthood
Description:
AbstractDyslexia is a neurobiological disorder characterised by reading difficulties, yet its underlying causes remain unclear.
Neuroimaging and behavioural studies found anomalous responses in tasks requiring phonological processing, motion perception, and implicit learning, and showed gray and white matter abnormalities in several brain regions of dyslexics compared to controls, indicating that dyslexia is a heterogeneous condition and promoting a multifactorial approach.
In order to evaluate whether the combination of behavioural and multimodal MRI can have greater sensitivity in identifying neurocognitive traits of dyslexia compared to monocomponential approaches, in 19 dyslexic and 19 control subjects we acquired behavioural cognitive assessments, multiple (phonological, visual motion, rhythmic) mismatch-response functional MRI tasks, structural diffusion-weighted and T1-weighted images.
To examine between-group differences in the multimodal neurocognitive measures, we applied univariate and multivariate approaches.
Results showed that dyslexics performed worse than controls in behavioural phonological tasks.
Neuroimaging analyses revealed that individuals with dyslexia present reduced cerebellar responses to mismatching rhythmic stimuli, as well as structural disorganization in several white matter tracts and cortical regions previously implicated in dyslexia.
Most importantly, in line with the view of dyslexia as a multifactorial phenomenon, a machine learning model trained with features from all three MRI modalities (functional, diffusion, and T1-weighted) discriminated between dyslexics and controls with greater accuracy than models including just one modality.
The individual classification scores in the multimodal machine learning model correlated with behavioural reading accuracy.
These results confirm that dyslexia should be approached as a composite condition characterised by multiple distinctive cognitive and brain features.
Related Results
Dyslexia in medicine
Dyslexia in medicine
On a recent ENT placement, I was taking ahistory from a patient on the ward duringwhich the patient asked me If I would be ableto explain their diagnosis further to them.During the...
Phonological Change Error Patterns according to Type of Tasks (Reading, Writing) of Students with Dyslexia
Phonological Change Error Patterns according to Type of Tasks (Reading, Writing) of Students with Dyslexia
Objectives: This study compared 3rd and 4th grade students with dyslexia with typically developing children who were matched according to decoding ability, confirmed the characteri...
SELF-IMAGE AND SELF-ESTEEM IN CHILDREN WITH DYSLEXIA
SELF-IMAGE AND SELF-ESTEEM IN CHILDREN WITH DYSLEXIA
Children with dyslexia often face challenges beyond academic performance, which can lead to negative self-perceptions and reduced self-esteem. The association between self-image an...
The THE DEVELOPMENT AND VALIDATION OF THE FORMAN DYSLEXIA SCREENING CHECKLIST: A CULTURALLY RELEVANT TOOL FOR EARLY IDENTIFICATION OF DYSLEXIA IN PAKISTANI STUDENTS
The THE DEVELOPMENT AND VALIDATION OF THE FORMAN DYSLEXIA SCREENING CHECKLIST: A CULTURALLY RELEVANT TOOL FOR EARLY IDENTIFICATION OF DYSLEXIA IN PAKISTANI STUDENTS
Dyslexia, a Neurodevelopmental disorder characterized by difficulties in reading, spelling, and word recognition, poses significant educational challenges globally. This study invo...
A COMPARATIVE STUDY ON NEUROCOGNITIVE DEFICITS AMONG INDIVIDUALS WITH SCHIZOPHRENIA AND AFFECTIVE DISORDER
A COMPARATIVE STUDY ON NEUROCOGNITIVE DEFICITS AMONG INDIVIDUALS WITH SCHIZOPHRENIA AND AFFECTIVE DISORDER
Background: Over decades compromised neurocognitive functions in schizophrenia and affective disorder have been
substantially documented, with largely similar profiles of deficits,...
Imagined worldviews in John Lennon’s “Imagine”: a multimodal re-performance / Visões de mundo imaginadas no “Imagine” de John Lennon: uma re-performance multimodal
Imagined worldviews in John Lennon’s “Imagine”: a multimodal re-performance / Visões de mundo imaginadas no “Imagine” de John Lennon: uma re-performance multimodal
Abstract: This paper addresses the issue of multimodal re-performance, a concept developed by us, in view of the fact that the famous song “Imagine”, by John Lennon, was published ...
The Dyslexia Debate Revisited
The Dyslexia Debate Revisited
In every country, and in every language, a significant proportion of children struggle to master the skill of reading. In 2014, The Dyslexia Debate examined the problematic interpr...
A Linear Regularized Normalized Model for Dyslexia and ADHD Prediction Using Learning Approaches
A Linear Regularized Normalized Model for Dyslexia and ADHD Prediction Using Learning Approaches
A learning disability called dyslexia typically affects school-age kids. Children have trouble spelling, reading, and writing words. Children who experience this problem often stru...

