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Speech-Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits.

ABSTRACT: Developmental dyslexia is a cognitive disorder characterized by difficulties in linguistic processing. Our purpose is to distinguish subtypes of developmental dyslexia by the level of speech-EEG frequency entrainment (?: 1-4; ?: 12.5-22.5; ?1: 25-35; and ?2: 35-80 Hz) in word/pseudoword auditory discrimination. Depending on the type of disabilities, dyslexics can divide into two subtypes-with less pronounced phonological deficits (NoPhoDys-visual dyslexia) and with more pronounced ones (PhoDys-phonological dyslexia). For correctly recognized stimuli, the ?-entrainment is significantly worse in dyslexic children compared to controls at a level of speech prosody and syllabic analysis. Controls and NoPhoDys show a stronger ?-entrainment in the left-hemispheric auditory cortex (AC), anterior temporal lobe (ATL), frontal, and motor cortices than PhoDys. Dyslexic subgroups concerning normolexics have a deficit of ?-entrainment in the left ATL, inferior frontal gyrus (IFG), and the right AC. PhoDys has higher ?-entrainment in the posterior part of adjacent STS regions than NoPhoDys. Insufficient low-frequency ? changes over the IFG, the inferior parietal lobe of PhoDys compared to NoPhoDys correspond to their worse phonological short-term memory. Left-dominant 30 Hz-entrainment for normolexics to phonemic frequencies characterizes the right AC, adjacent regions to superior temporal sulcus of dyslexics. The pronounced 40 Hz-entrainment in PhoDys than the other groups suggest a hearing "reassembly" and a poor phonological working memory. Shifting up to higher-frequency ?-entrainment in the AC of NoPhoDys can lead to verbal memory deficits. Different patterns of cortical reorganization based on the left or right hemisphere lead to differential dyslexic profiles.

SUBMITTER: Dushanova J

PROVIDER: S-EPMC7760068 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

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Speech-Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits.

Dushanova Juliana J Lalova Yordanka Y Kalonkina Antoaneta A Tsokov Stefan S

Brain sciences 20201128 12

Developmental dyslexia is a cognitive disorder characterized by difficulties in linguistic processing. Our purpose is to distinguish subtypes of developmental dyslexia by the level of speech-EEG frequency entrainment (δ: 1-4; β: 12.5-22.5; γ1: 25-35; and γ2: 35-80 Hz) in word/pseudoword auditory discrimination. Depending on the type of disabilities, dyslexics can divide into two subtypes-with less pronounced phonological deficits (NoPhoDys-visual dyslexia) and with more pronounced ones (PhoDys-p ...[more]

PMID: 33260681

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Project description:ImportanceDevelopmental dyslexia (DD) is a specific learning disability of neurobiological origin whose core cognitive deficit is widely believed to involve language (phonological) processing. Although reading is also a visual task, the potential role of vision in DD has been controversial, and little is known about the integrity of visual function in individuals with DD.ObjectiveTo assess the frequency of visual deficits (specifically vergence, accommodation, and ocular motor tracking) in children with DD compared with a control group of typically developing readers.Design, setting, and participantsA prospective, uncontrolled observational study was conducted from May 28 to October 17, 2016, in an outpatient ophthalmology ambulatory clinic among 29 children with DD and 33 typically developing (TD) children.Main outcomes and measuresPrimary outcomes were frequencies of deficits in vergence (amplitude, fusional ranges, and facility), accommodation (amplitude, facility, and accuracy), and ocular motor tracking (Developmental Eye Movement test and Visagraph eye tracker).ResultsAmong the children with DD (10 girls and 19 boys; mean [SD] age, 10.3 [1.2] years) and the TD group (21 girls and 12 boys; mean [SD] age, 9.4 [1.4] years), accommodation deficits were more frequent in the DD group than the TD group (16 [55%] vs 3 [9%]; difference = 46%; 95% CI, 25%-67%; P < .001). For ocular motor tracking, 18 children in the DD group (62%) had scores in the impaired range (in the Developmental Eye Movement test, Visagraph, or both) vs 5 children in the TD group (15%) (difference, 47%; 95% CI, 25%-69%; P < .001). Vergence deficits occurred in 10 children in the DD group (34%) and 5 children in the TD group (15%) (difference, 19%; 95% CI, -2.2% to 41%; P = .08). In all, 23 children in the DD group (79%) and 11 children in the TD group (33%) had deficits in 1 or more domain of visual function (difference, 46%; 95% CI, 23%-69%; P < .001).Conclusions and relevanceThese findings suggest that deficits in visual function are far more prevalent in school-aged children with DD than in TD readers, but the possible cause and clinical relevance of these deficits are uncertain. Further study is needed to determine the extent to which treating these deficits can improve visual symptoms and/or reading parameters.

Dataset Information

Speech-Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits.

Publications

Speech-Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits.

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