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      Cognitive subtypes of dyslexia are characterized by distinct patterns of grey matter volume

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          Abstract

          The variety of different causal theories together with inconsistencies about the anatomical brain markers emphasize the heterogeneity of developmental dyslexia. Attempts were made to test on a behavioral level the existence of subtypes of dyslexia showing distinguishable cognitive deficits. Importantly, no research was directly devoted to the investigation of structural brain correlates of these subtypes. Here, for the first time, we applied voxel-based morphometry (VBM) to study grey matter volume (GMV) differences in a relatively large sample ( n = 46) of dyslexic children split into three subtypes based on the cognitive deficits: phonological, rapid naming, magnocellular/dorsal, and auditory attention shifting. VBM revealed GMV clusters specific for each studied group including areas of left inferior frontal gyrus, cerebellum, right putamen, and bilateral parietal cortex. In addition, using discriminant analysis on these clusters 79 % of cross-validated cases were correctly re-classified into four groups (controls vs. three subtypes). Current results indicate that dyslexia may result from distinct cognitive impairments characterized by distinguishable anatomical markers.

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          The online version of this article (doi:10.1007/s00429-013-0595-6) contains supplementary material, which is available to authorized users.

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          Developmental dyslexia: the visual attention span deficit hypothesis.

          Marie-Line Bosse, Marie Tainturier, Sylviane Valdois (2007)
          The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show that the VA span capacities account for a substantial amount of unique variance in reading, as do phonological skills. The British study replicates this finding and further reveals that the contribution of the VA span to reading performance remains even after controlling IQ, verbal fluency, vocabulary and single letter identification skills, in addition to phoneme awareness. In both studies, most dyslexic children exhibit a selective phonological or VA span disorder. Overall, these findings support a multi-factorial view of developmental dyslexia. In many cases, developmental reading disorders do not seem to be due to phonological disorders. We propose that a VA span deficit is a likely alternative underlying cognitive deficit in dyslexia.
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            Parietal cortex and attention.

            J Geng, Sarah Shomstein, Marlene Behrmann (2004)
            The parietal lobe forms about 20% of the human cerebral cortex and is divided into two major regions, the somatosensory cortex and the posterior parietal cortex. Posterior parietal cortex, located at the junction of multiple sensory regions, projects to several cortical and subcortical areas and is engaged in a host of cognitive operations. One such operation is selective attention, the process where by the input is filtered and a subset of the information is selected for preferential processing. Recent neuroimaging and neuropsychological studies have provided a more fine-grained understanding of the relationship between brain and behavior in the domain of selective attention.
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              Development of neural mechanisms for reading.

              Peter Turkeltaub, Lynn Gareau, D Lynn Flowers … (2003)
              The complexities of pediatric brain imaging have precluded studies that trace the neural development of cognitive skills acquired during childhood. Using a task that isolates reading-related brain activity and minimizes confounding performance effects, we carried out a cross-sectional functional magnetic resonance imaging (fMRI) study using subjects whose ages ranged from 6 to 22 years. We found that learning to read is associated with two patterns of change in brain activity: increased activity in left-hemisphere middle temporal and inferior frontal gyri and decreased activity in right inferotemporal cortical areas. Activity in the left-posterior superior temporal sulcus of the youngest readers was associated with the maturation of their phonological processing abilities. These findings inform current reading models and provide strong support for Orton's 1925 theory of reading development.
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                Author and article information

                Contributors
                Katarzyna Jednoróg: +48-22-5892392 , +48-22-8225342 , k.jednorog@nencki.gov.pl
                Journal
                Journal ID (nlm-ta): Brain Struct Funct
                Journal ID (iso-abbrev): Brain Struct Funct
                Title: Brain Structure & Function
                Publisher: Springer Berlin Heidelberg (Berlin/Heidelberg )
                ISSN (Print): 1863-2653
                ISSN (Electronic): 1863-2661
                Publication date (Electronic): 18 June 2013
                Publication date PMC-release: 18 June 2013
                Publication date (Print): 2014
                Volume: 219
                Issue: 5
                Pages: 1697-1707
                Affiliations
                [ ]Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Pasteur 3, 02-093 Warsaw, Poland
                [ ]Faculty of Psychology, University of Warsaw, Warsaw, Poland
                [ ]Laboratory of Brain Imaging, Neurobiology Centre, Nencki Institute of Experimental Biology, Warsaw, Poland
                [ ]Section Structural-Functional Brain Mapping, Department of Psychiatry, Psychotherapy and Psychosomatics, Medical School, RWTH Aachen University, Aachen, Germany
                [ ]JARA-Translational Brain Medicine, Jülich and Aachen, Germany
                [ ]Section Neurological Cognition Research, Department of Neurology, Medical School, RWTH Aachen University, Aachen, Germany
                [ ]Research Centre Jülich, Institute of Neuroscience and Medicine (INM-1), Jülich, Germany
                [ ]University of Social Sciences and Humanities, Warsaw, Poland
                Article
                Publisher ID: 595
                DOI: 10.1007/s00429-013-0595-6
                PMC ID: 4147248
                PubMed ID: 23775490
                SO-VID: d9421bc8-935f-4dbd-8070-87f31d4979ec
                Copyright © © The Author(s) 2013
                License:

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.

                History
                Date received : 10 October 2012
                Date accepted : 5 June 2013
                Categories
                Subject: Original Article
                Custom metadata
                issue-copyright-statement © Springer-Verlag Berlin Heidelberg 2014

                ScienceOpen disciplines: Neurology
                Keywords: vbm,dyslexia,cognitive deficits,heterogeneity
                Data availability:
                ScienceOpen disciplines: Neurology
                Keywords: vbm, dyslexia, cognitive deficits, heterogeneity

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