Wake Forest University Gallaudet University Supported by the National Institutes for Child Health...
-
Upload
loreen-banks -
Category
Documents
-
view
212 -
download
0
Transcript of Wake Forest University Gallaudet University Supported by the National Institutes for Child Health...
![Page 1: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/1.jpg)
Wake Forest University
Gallaudet University
Supported by the National Institutes for Child Health and Human Development
Georgetown University
Center for the Study of Learning
![Page 2: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/2.jpg)
http://csl.georgetown.edu
![Page 3: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/3.jpg)
Behavioral Manifestations of Developmental Dyslexia
• Phonological Processing– Sound segmentation and
manipulation– Rapid name retrieval– Verbal working memory
• Sensorimotor Processing– Visual motion processing– Motor coordination– Auditory processing
![Page 4: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/4.jpg)
Behavioral Manifestations of Developmental Dyslexia
• Phonological Processing– Sound segmentation and
manipulation– Rapid name retrieval– Verbal working memory
• Sensorimotor Processing– Visual motion processing– Motor coordination– Auditory processing
![Page 5: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/5.jpg)
Phonological Processing and Reading
• Types of phonological processing (Wagner & Torgesen, 1987)– Phonemic awareness (LAC, Rosner,
CTOPP, spoonerism)– Phonological naming (RAN)– Working memory (Digit Span)
• Subtypes of dyslexia are associated with weaknesses in these types of phonological processes (Wolf 1999)
![Page 6: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/6.jpg)
Behavioral Manifestations of Developmental Dyslexia
• Phonological Processing– Sound segmentation and
manipulation– Rapid name retrieval– Verbal working memory
• Sensorimotor Processing– Visual motion processing– Motor coordination– Auditory processing
![Page 7: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/7.jpg)
Task performance for stimulus velocity detection task in dyslexics and controls
![Page 8: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/8.jpg)
Eden et al., Nature 1996
Visual Motion Perception: Controls versus Dyslexics
![Page 9: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/9.jpg)
Demb et al.,1997 Proc.Nat.Acad.Sci.
![Page 10: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/10.jpg)
Why are there Numerous Behavioral Manifestations in Dyslexia?
• Pan-sensory magnocellular deficit
(Stein 1993)
• Dorsal stream dysfunction
(Eden and Zeffiro, 1999)
• Impaired mapping between sensory modalities (Hari et al., 2002)
• Anomalies in cell migration (Ramus 2004; Galaburda et al. 1985)
![Page 11: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/11.jpg)
Ramus, TINS 2004
![Page 12: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/12.jpg)
Why are there Numerous Behavioral Manifestations in Dyslexia?
• Pan-sensory magnocellular deficit
(Stein 1993)
• Dorsal stream dysfunction
(Eden and Zeffiro, 1999)
• Impaired mapping between sensory modalities (Hari et al., 2002)
• Anomalies in cell migration (Ramus 2004; Galaburda et al. 1985)
![Page 13: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/13.jpg)
Malformations
LeftLeft
RightRight
II
IIII
IIIIII
IVIV
VV
VIVI
Galaburda et al. 1985
![Page 14: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/14.jpg)
![Page 15: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/15.jpg)
Livingstone et al., 1991
![Page 16: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/16.jpg)
Ramus 2004
• Genetically driven focal cortical abnormalities disrupt processes in the left hemisphere (phonological processing)
• Under certain hormonal conditions these disruptions propagate to the thalamus, leading to sensory impairment
• These disruptions also extend to posterior parietal cortex and cerebellum
![Page 17: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/17.jpg)
![Page 18: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/18.jpg)
![Page 19: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/19.jpg)
![Page 20: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/20.jpg)
The neural basis of reading
• Left inferior frontal gyrus
• Left temporo-parietal cortex
• Left infero-temporal cortex
![Page 21: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/21.jpg)
![Page 22: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/22.jpg)
6- 9.4 yn=13
9.4- 18 yn=13
20- 23 yn=15
Reading Activity and Age
Turkeltaub et al. Nature Neuroscience, 2003
![Page 23: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/23.jpg)
Developmental Changes in Activity
p< .001, peak p< .0001Reading Composite
fMR
I
![Page 24: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/24.jpg)
Phonological Processing and Reading
• Types of phonological processing (Wagner & Torgesen, 1987)
– Phonological awareness (LAC)– Phonological naming (RAN)– Working memory (Digit Span)
• Subtypes of dyslexia are associated with these types of phonology
• Are these abilities associated with different brain regions?
![Page 25: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/25.jpg)
Phonological Awareness
Lindamood Auditory Conceptualization Test (LAC)
“Show me /p/ /t/ /p/”
“If this says ‘eth’,show me ‘ith’
![Page 26: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/26.jpg)
Phonological Naming
Rapid Automatized Naming Test (RAN)
s a o d o p a p d s o s p s d a o a a s p d o d s so p s p d o s a o d a p da d o p s p a s d o d s ap o s d s p o a o d a p s
s a o d o p a p d s o s p s d a o a a s p d o d s so p s p d o s a o d a p da d o p s p a s d o d s ap o s d s p o a o d a p s
![Page 27: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/27.jpg)
Phonetic recoding in working memory
Digit Span
“3 8 2 4”“7 4 6 2 5”
“9 2 3 6 1 8”“5 3 8 2 7 4 6”
“2 5 4 3 2 8 9 4”
![Page 28: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/28.jpg)
Correlations with Phonological Processing
Phonological AwarenessPhonological RecodingWorking Memory
p< .005, peak p< .0005
Turkeltaub et al. Nature Neuroscience, 2003Turkeltaub et al., Nature Neuroscience 2003
![Page 29: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/29.jpg)
![Page 30: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/30.jpg)
Activation Likelihood Estimate
Objective assessment of the consistency of findings in neuroimaging in studies of aloud reading
Included studies:Typical adultsReading of real wordsTotal of 11 studies
![Page 31: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/31.jpg)
![Page 32: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/32.jpg)
Aloud Word Reading in Adults
Meta-Analysis of 11 PET Studies
fMRI(n=32)
p<.001 p<.0001
Turkeltaub et al 2002
![Page 33: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/33.jpg)
![Page 34: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/34.jpg)
Flowers, Wood, & Naylor, 1991
![Page 35: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/35.jpg)
Non-Dyslexics: Dyslexics:
Real word reading Real word reading
Non-Dyslexics: Dyslexics:
Pseudoword reading Pseudoword reading
Neural Basis ofPseudoword Reading in Dyslexia
![Page 36: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/36.jpg)
Flowers et al., A. Neurol., in press
![Page 37: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/37.jpg)
Activation Likelihood Estimate
Objective assessment of the consistency of neuroimaging findings in developmental dyslexia
Studies of reading and phonological processing
Spatial coordinates from nine papers (14 experiments)
2 two Activation Likelihood Estimate (ALE) meta-analyses to identify regions most likely exhibiting: D>C and C>D
![Page 38: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/38.jpg)
Criteria for Inclusion in ALE Meta-Analysis
• Paradigms involved processing of visually presented words, pseudowords or letters in the subjects’ native, alphabetic language.
• Participants were post-pubertal teens and adults.
![Page 39: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/39.jpg)
Papers included in the MA
1 Paulesu 1996 decision (rhyme)2 Grünling 2004 decision (rhyme)3a Rumsey 1997 decision
(phonological/orthographic)3b explicit
(phonological/orthographic)4a Brunswick 1999 decision (ascender)4b explicit (reading)5 Paulesu 2001 explicit/decision6 Georgiewa 1999 explicit/transformation7 Ingvar 2002 explicit reading8 McCrory 2005 explicit reading9 Flowers 2005 explicit reading
![Page 40: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/40.jpg)
Maisog et al, under review
![Page 41: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/41.jpg)
![Page 42: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/42.jpg)
![Page 43: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/43.jpg)
![Page 44: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/44.jpg)
![Page 45: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/45.jpg)
Results
• Dyslexic readers are most likely to underactivate posterior and anterior portions of the left hemisphere as well as posterior portions of the right hemisphere.
• Dyslexic readers are likely to overactivate right insular cortex and right thalamus.
• The most robust findings were left temporal parietal, left extrastriate, and right superior temporal hypoactivity and right anterior insula hyperactivity in dyslexic individuals.
![Page 46: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/46.jpg)
Typical Readers Dyslexic Readers
Brain Briefings, Society for Neuroscience
Neurobiological Basis of Dyslexia
![Page 47: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/47.jpg)
![Page 48: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/48.jpg)
• Reading and phonological processing involve left hemisphere perisylvian regions.
• The neurobiological representation of these regions is established early on and relies on regions that process information from multiple sensory modalities.
Overall Summary
![Page 49: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/49.jpg)
•Dyslexic individuals show anomalous activity in these regions, especially occipito-temporal (ventral) and parietal (dorsal) cortex.
Overall Summary
![Page 50: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/50.jpg)
• Merge the well characterized language based problems observed in dyslexic individuals with sensorimotor manifestations
• Study these processes in other writing systems
Future Studies
![Page 51: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/51.jpg)
John AgnewKate CappellEmily CurranEmma ColeIain DeWittErin EinbinderLynn GareauKaren JonesJessica KoehlerDaniel KooJoe MaisogMartha MirandaAlison MerikangasCorinna MooreEileen NapolielloJenni RosenbergPeter TurkeltaubRobert TwomeyJohn VanMeterThomas Zeffiro
Wake Forest UniversityLynn FlowersFrank WoodDebi Hill
Gallaudet UniversityCarol LaSassoKelly Crain
Supported by NICHD, NIDCD, NIMH
![Page 52: Wake Forest University Gallaudet University Supported by the National Institutes for Child Health and Human Development Georgetown University Center for.](https://reader030.fdocuments.us/reader030/viewer/2022032722/56649ceb5503460f949b6f25/html5/thumbnails/52.jpg)
http://csl.georgetown.edu