Developmental dyslexia is characterized by the inability to acquire typical reading and writing skills. Dyslexia has been frequently linked to cerebral cortex alterations; however, recent evidence also points toward sensory thalamus dysfunctions: dyslexics showed reduced responses in the left auditory thalamus (medial geniculate body, MGB) during speech processing in contrast to neurotypical readers. In addition, in the visual modality, dyslexics have reduced structural connectivity between the left visual thalamus (lateral geniculate nucleus, LGN) and V5/MT, a cerebral cortex region involved in visual movement processing. Higher LGN-V5/MT connectivity in dyslexics was associated with the faster rapid naming of letters and numbers (RANln), a measure that is highly correlated with reading proficiency. Here, we tested two hypotheses that were directly derived from these previous findings. First, we tested the hypothesis that dyslexics have reduced structural connectivity between the left MGB and the auditory-motion-sensitive part of the left planum temporale (mPT). Second, we hypothesized that the amount of left mPT-MGB connectivity correlates with dyslexics RANln scores. Using diffusion tensor imaging-based probabilistic tracking, we show that male adults with developmental dyslexia have reduced structural connectivity between the left MGB and the left mPT, confirming the first hypothesis. Stronger left mPT-MGB connectivity was not associated with faster RANln scores in dyslexics, but was in neurotypical readers. Our findings provide the first evidence that reduced cortico-thalamic connectivity in the auditory modality is a feature of developmental dyslexia and it may also affect reading-related cognitive abilities in neurotypical readers. Developmental dyslexia is one of the most widespread learning disabilities. Although previous neuroimaging research mainly focused on pathomechanisms of dyslexia at the cerebral cortex level, several lines of evidence suggest an atypical functioning of subcortical sensory structures. By means of diffusion tensor imaging, we here show that dyslexic male adults have reduced white matter connectivity in a cortico-thalamic auditory pathway between the left auditory motion-sensitive planum temporale and the left medial geniculate body. Connectivity strength of this pathway was associated with measures of reading fluency in neurotypical readers. This is novel evidence on the neurocognitive correlates of reading proficiency, highlighting the importance of cortico-subcortical interactions between regions involved in the processing of spectrotemporally complex sound.

Download full-text PDF

Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6391561PMC
http://dx.doi.org/10.1523/JNEUROSCI.1435-18.2018DOI Listing

Publication Analysis

Top Keywords

developmental dyslexia
20
reduced structural
16
structural connectivity
16
connectivity left
16
neurotypical readers
16
left auditory
12
planum temporale
12
cerebral cortex
12
dyslexics reduced
12
left
11

Similar Publications

Transcranial direct current stimulation (tDCS) in psychiatric disorders in early childhood (aged under 10 years): a systematic review.

Eur Child Adolesc Psychiatry

January 2025

Department of Psychiatry, Neurology, Psychotherapy and Psychosomatics in Childhood and Adolescence, Rostock University Medical Center, Gehlsheimer Straße 20, 18147, Rostock, Germany.

Transcranial direct current stimulation (tDCS) remains experimental for many psychiatric disorders in adults. Particularly in childhood, there is limited research on the evidence for the efficacy and mechanisms of action of tDCS on the developing brain. The objective of this review is to identify published experimental studies to examine the efficacy and mechanisms of tDCS in children with psychiatric or developmental disorders in early (prepubertal) childhood (aged under 10 years).

View Article and Find Full Text PDF

Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System.

Dyslexia

February 2025

Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel.

While the multiple cognitive deficits model of reading difficulties (RD) is widely supported, different cognitive-linguistic deficits may manifest differently depending on language and writing system characteristics. This study examined cognitive-linguistic profiles underlying RD in Hebrew, characterised by rich Semitic morphology and two writing versions differing in orthographic consistency-a transparent-pointed version and a deep-unpointed version. A two-step cluster analysis grouped 96 s graders and 81 fourth graders based on their phonological awareness (PA), rapid naming (RAN), orthographic knowledge (OK) and morphological-pattern identification (MPI) abilities.

View Article and Find Full Text PDF

Introduction: Global Visual Selective Attention (VSA) is the ability to integrate multiple visual elements of a scene to achieve visual overview. This is essential for navigating crowded environments and recognizing objects or faces. Clinical pediatric research on global VSA deficits primarily focuses on autism spectrum disorder (ASD).

View Article and Find Full Text PDF

Exposure to Cadmium and Other Trace Elements Among Individuals with Mild Cognitive Impairment.

Toxics

December 2024

Environmental, Genetics, and Nutritional Epidemiology Research Center (CREAGEN), Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 41125 Modena, Italy.

Background: A limited number of studies have investigated the role of environmental chemicals in the etiology of mild cognitive impairment (MCI). We performed a cross-sectional study of the association between exposure to selected trace elements and the biomarkers of cognitive decline.

Methods: During 2019-2021, we recruited 128 newly diagnosed patients with MCI from two Neurology Clinics in Northern Italy, i.

View Article and Find Full Text PDF

Background: This study aims to examine parents' perceptions of how coach support influences the satisfaction of basic psychological needs (autonomy, competence, and relatedness) and its subsequent impact on the self-esteem and overall well-being of children with Specific Learning Disorders (SLDs) through participation in sports.

Methods: The sample consisted of 1146 parents of children and young people diagnosed with SLDs from several European countries. The Coach Support Scale (COS), the Basic Psychological Needs Satisfaction Scale (BPNS), the Rosenberg Self-Esteem Scale (RSES), and the Sport Impact Scale (SIS) were used.

View Article and Find Full Text PDF

Want AI Summaries of new PubMed Abstracts delivered to your In-box?

Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!