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首页> 外文期刊>NeuroImage >Reading in dyslexia across literacy development: A longitudinal study of effective connectivity
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Reading in dyslexia across literacy development: A longitudinal study of effective connectivity

机译：阅读综合带扫盲发展：有效连接的纵向研究

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Dyslexia is a literacy disorder affecting the efficient acquisition of reading and writing skills. The disorder is neurobiological in origin. Due to its developmental nature, longitudinal studies of dyslexia are of essence. They are, however, relatively scarce. The present study took a longitudinal approach to cortical connectivity of brain imaging data in reading tasks in children with dyslexia and children with typical reading development. The participants were followed with repeated measurements through Pre-literacy (6 years old), Emergent Literacy (8 years old) and Literacy (12 years old) stages, using Dynamic Causal Modelling (DCM) when analysing functional magnetic resonance imaging (fMRI) data. Even though there are a few longitudinal studies on effective connectivity in typical reading, to our knowledge, no studies have previously investigated these issues in relation to dyslexia. We set up a model of a brain reading network involving five cortical regions (inferior frontal gyrus, precentral gyrus, superior temporal gyros, inferior parietal lobule, and occipito-temporal cortex). Using DCM, connectivity measures were calculated for each connection in the model. These measures were further analysed using factorial ANOVA. The results showed that the difference between groups centred on connections going to and from the inferior frontal gyrus (two connections) and the occipito-temporal cortex (three connections). For all five connections, the typical group showed stable or decreasing connectivity measures. The dyslexia group, on the other hand, showed a marked up-regulation (occipito-temporal connections) or down-regulation (inferior frontal gyrus connections) from 6 years to 8 years, followed by normalization from 8 years to 12 years. We interpret this as a delay in the dyslexia group in developing into the Pre-literacy and Emergent literacy stages. This delay could possibly be detrimental to literacy development. By age 12, there was no statistically significant difference in connectivity between the groups, but differences in literacy skills were still present, and were in fact larger than when measured at younger ages.
机译：综合征是一种影响阅读和写作技巧有效收购的识字障碍。这种疾病是神经生物学的起源。由于其发育性质，综合症的纵向研究至关重要。然而，它们是相对稀缺的。本研究采用了纵向方法来皮质成像数据的皮质连接，以阅读综合征和典型阅读开发的儿童儿童的儿童任务。在分析功能磁共振成像（FMRI）数据时，通过扫盲（6岁），紧急识字（8岁），识字素（8岁）和扫盲（12岁）和识字率（12岁）（12岁）进行重复测量。 。尽管有一些关于典型阅读的有效连通性的纵向研究，但对于我们的知识，先前没有研究过关于障碍症的这些问题。我们建立了涉及五个皮质地区的大脑阅读网络的模型（额外额相回到额相回到，先前restrus，优越的颞型陀螺仪，劣质间叶片和枕颞皮质）。使用DCM，为模型中的每个连接计算连接措施​​。使用因子Anova进一步分析这些措施。结果表明，集体之间的差异为中心，往返于额外的额相回到（两个连接）和枕颞皮质（三个连接）。对于所有五个连接，典型组显示稳定或降低的连接措施。另一方面，综合征组展示了6岁至8年的明显上调（枕形 - 时间连接）或下调（较低的额相回流连接），然后从8年到12年的正常化。我们将此解释为历时识别识别和紧急识字阶段的障碍集团延迟。这种延迟可能对扫盲发展有害。 12年龄，组之间没有统计学上显着的差异，但识字技能的差异仍然存在，实际上比较年轻时的衡量。

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