Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia
The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, t...
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| Format: | Article |
| Language: | en_US |
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Elsevier
2016
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| Online Access: | http://hdl.handle.net/1721.1/102422 https://orcid.org/0000-0003-1158-5692 https://orcid.org/0000-0002-4023-8051 |
| _version_ | 1826204012367577088 |
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| author | Black, Jessica M. Stanley, Leanne M. Tanaka, Hiroko Sawyer, Carolyn Hoeft, Fumiko Norton, Elizabeth Gabrieli, John D. E. |
| author2 | Institute for Medical Engineering and Science |
| author_facet | Institute for Medical Engineering and Science Black, Jessica M. Stanley, Leanne M. Tanaka, Hiroko Sawyer, Carolyn Hoeft, Fumiko Norton, Elizabeth Gabrieli, John D. E. |
| author_sort | Black, Jessica M. |
| collection | MIT |
| description | The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, the brain basis of poor reading with a double-deficit has never been investigated. The goal of the study was to evaluate the double-deficit hypothesis using functional MRI. Activation patterns during a printed word rhyme judgment task in 90 children with a wide range of reading abilities showed dissociation between brain regions that were sensitive to phonological awareness (left inferior frontal and inferior parietal regions) and rapid naming (right cerebellar lobule VI). More specifically, the double-deficit group showed less activation in the fronto-parietal reading network compared to children with only a deficit in phonological awareness, who in turn showed less activation than the typically-reading group. On the other hand, the double-deficit group showed less cerebellar activation compared to children with only a rapid naming deficit, who in turn showed less activation than the typically-reading children. Functional connectivity analyses revealed that bilateral prefrontal regions were key for linking brain regions associated with phonological awareness and rapid naming, with the double-deficit group being the most aberrant in their connectivity. Our study provides the first functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. |
| first_indexed | 2024-09-23T12:47:26Z |
| format | Article |
| id | mit-1721.1/102422 |
| institution | Massachusetts Institute of Technology |
| language | en_US |
| last_indexed | 2024-09-23T12:47:26Z |
| publishDate | 2016 |
| publisher | Elsevier |
| record_format | dspace |
| spelling | mit-1721.1/1024222022-09-28T10:04:02Z Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia Black, Jessica M. Stanley, Leanne M. Tanaka, Hiroko Sawyer, Carolyn Hoeft, Fumiko Norton, Elizabeth Gabrieli, John D. E. Institute for Medical Engineering and Science Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences McGovern Institute for Brain Research at MIT Norton, Elizabeth Gabrieli, John D. E. The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, the brain basis of poor reading with a double-deficit has never been investigated. The goal of the study was to evaluate the double-deficit hypothesis using functional MRI. Activation patterns during a printed word rhyme judgment task in 90 children with a wide range of reading abilities showed dissociation between brain regions that were sensitive to phonological awareness (left inferior frontal and inferior parietal regions) and rapid naming (right cerebellar lobule VI). More specifically, the double-deficit group showed less activation in the fronto-parietal reading network compared to children with only a deficit in phonological awareness, who in turn showed less activation than the typically-reading group. On the other hand, the double-deficit group showed less cerebellar activation compared to children with only a rapid naming deficit, who in turn showed less activation than the typically-reading children. Functional connectivity analyses revealed that bilateral prefrontal regions were key for linking brain regions associated with phonological awareness and rapid naming, with the double-deficit group being the most aberrant in their connectivity. Our study provides the first functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. William & Flora Hewlett Foundation Richard King Mellon Foundation Ellison Medical Foundation Massachusetts Institute of Technology Class of 1976 Funds for Dyslexia Research Martin Richmond Memorial Fund 2016-05-09T13:23:41Z 2016-05-09T13:23:41Z 2014-06 2014-04 Article http://purl.org/eprint/type/JournalArticle 00283932 http://hdl.handle.net/1721.1/102422 Norton, Elizabeth S., Jessica M. Black, Leanne M. Stanley, Hiroko Tanaka, John D.E. Gabrieli, Carolyn Sawyer, and Fumiko Hoeft. “Functional Neuroanatomical Evidence for the Double-Deficit Hypothesis of Developmental Dyslexia.” Neuropsychologia 61 (August 2014): 235–46. https://orcid.org/0000-0003-1158-5692 https://orcid.org/0000-0002-4023-8051 en_US http://dx.doi.org/10.1016/j.neuropsychologia.2014.06.015 Neuropsychologia Creative Commons Attribution 3.0 Unported licence http://creativecommons.org/licenses/by/3.0/ application/pdf Elsevier Elsevier |
| spellingShingle | Black, Jessica M. Stanley, Leanne M. Tanaka, Hiroko Sawyer, Carolyn Hoeft, Fumiko Norton, Elizabeth Gabrieli, John D. E. Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia |
| title | Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia |
| title_full | Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia |
| title_fullStr | Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia |
| title_full_unstemmed | Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia |
| title_short | Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia |
| title_sort | functional neuroanatomical evidence for the double deficit hypothesis of developmental dyslexia |
| url | http://hdl.handle.net/1721.1/102422 https://orcid.org/0000-0003-1158-5692 https://orcid.org/0000-0002-4023-8051 |
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