Dataset Information

Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive-Control Brain Regions During Rest in Children.

ABSTRACT: Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo-opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The researchers examined the relationship between fixation times and FC of neural circuits related to EF during rest in children with RD and typical readers. Nineteen children participated in a 10-min resting-state scan. FC analysis was performed with the anterior cingulate cortex (ACC), related to cognitive control, chosen as a seed. Fixation time during word reading was used as a covariate of interest. Results demonstrated that FC between the ACC and the left inferior frontal cortex pars triangularis and left inferior prefrontal cortex during rest were negatively correlated with fixation times during word reading. These exploratory results support the critical role for the cingulo-opercular network, which is related to cognitive control, in the reading process, and likely also in reading impairment.

SUBMITTER: Horowitz-Kraus T

PROVIDER: S-EPMC7220207 | biostudies-literature | 2018 Mar

REPOSITORIES: biostudies-literature

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Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive-Control Brain Regions During Rest in Children.

Horowitz-Kraus Tzipi T DiCesare Christopher C Kiefer Adam W AW

Mind, brain and education : the official journal of the International Mind, Brain, and Education Society 20180301 1

Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo-opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The researchers examined the relationship between fixation times and FC of neural circuits related to EF during rest in children with RD and typical readers. Ninet ...[more]

PMID: 32405320

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Project description:IntroductionDyslexia is a reading disorder characterized by significant difficulty in reading, as well as reports of altered executive functions (EF). Children with reading difficulties (RD) experience a broad range of social and emotional problems. Recently it was suggested that children with RD have altered functional connections within the amygdala, which is related to emotional processing. Altered brain laterality related to reading was previously reported in children with RD. Hence, we sought to determine the differences in functional connectivity between the right and left emotional network as related to emotional challenges and the other reported difficulties in reading and EF in children with RD compared to typical readers.MethodsSixty-four 8 to 12 year old children, 27 children with RD and 37 age-matched typical readers, participated in the study. Reading, emotional, and EF abilities were assessed. Global efficiency of the emotional network was calculated and compared between the groups, and left vs. right functional connectivity of the amygdala was tested using the CONN toolbox. Functional connectivity measures were then associated with measures of reading, emotional, and EF abilities.ResultsChildren with RD showed significantly decreased emotional and EF abilities compared to typical readers. A negative correlation between reading, emotional, and EF abilities was determined in both groups. Neuroimaging results showed decreased global efficiency measures within the emotional network in children with RD, who also showed lower functional connectivity between the amygdala and the left and right frontal pole regions. Results also indicated increased functional connectivity of the right vs. left amygdala with left and right pre-central and post-central gyri regions, which were related to decreased reading, emotional, and EF abilities in both typical readers and children with RD.ConclusionThe positive relationship between EF and emotional abilities in children with RD strengthens the relationship between EF difficulties and emotional stress, which in turn may lower EF abilities (monitoring, inhibition, and attention) as well as decreased reading abilities. The emotional challenges in children with RD were associated with decreased functional connectivity of the left amygdala with pre/post central gyrus and cognitive-control regions. These findings suggest that although the right hemisphere is thought to be related to emotional stress, it was the decreased control of the left hemisphere that was related to emotional disturbance in children with RD.

Project description:The DSM-5 separates the diagnostic criteria for mood and behavioral disorders. Both types of disorders share neurocognitive deficits of executive function and reading difficulties in childhood. Children with dyslexia also have executive function deficits, revealing a role of executive function circuitry in reading. The aim of the current study is to determine whether there is a significant relationship of functional connectivity within the fronto-parietal and cingulo-opercular cognitive control networks to reading measures for children with mood disorders, behavioral disorders, dyslexia, and healthy controls (HC).Behavioral reading measures of phonological awareness, decoding, and orthography were collected. Resting state fMRI data were collected, preprocessed, and then analyzed for functional connectivity. Differences in the reading measures were tested for significance among the groups. Global efficiency (GE) measures were also tested for correlation with reading measures in 40 children with various disorders and 17 HCs.Significant differences were found between the four groups on all reading measures. Relative to HCs and children with mood disorders or behavior disorders, children with dyslexia as a primary diagnosis scored significantly lower on all three reading measures. Children with mood disorders scored significantly lower than controls on a test of phonological awareness. Phonological awareness deficits correlated with reduced resting state functional connectivity MRI (rsfcMRI) in the cingulo-opercular network for children with dyslexia. A significant difference was also found in fronto-parietal global efficiency in children with mood disorders relative to the other three groups. We also found a significant difference in cingulo-opercular global efficiency in children with mood disorders relative to the Dyslexia and Control groups. However, none of these differences correlate significantly with reading measures.Reading difficulties involve abnormalities in different cognitive control networks in children with dyslexia compared to children with mood disorders. Findings of the current study suggest increased functional connectivity of one cognitive control network may compensate for reduced functional connectivity in the other network in children with mood disorders. These findings provide guidance to clinical professionals for design of interventions tailored for children suffering from reading difficulties originating from different pathologies.

Dataset Information

Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive-Control Brain Regions During Rest in Children.

Publications

Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive-Control Brain Regions During Rest in Children.

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