Poster No:
1797
Submission Type:
Abstract Submission
Authors:
Mingyeong Kim1, Euisun Kim2, Jiyoung Park2, Hae-Jeong Park2
Institutions:
1Yonsei University, Seoul, Seoul, 2Yonsei Univ, Seoul, Seoul
First Author:
Co-Author(s):
Introduction:
Dyslexia, a complex neurological disorder, primarily affects reading abilities, distinguishing it from visual impairments or general learning deficits. Recent studies propose dyslexia as a multi-deficit disorder stemming from various independent factors, including challenges in working memory and auditory temporal processing. This study aims to provide neurobiological evidence for this multi-deficit hypothesis by examining resting-state functional connectivity. Specifically, it investigates whether dyslexia involves alterations in functional connectivity, especially in areas related to the visual pathway, working memory, and temporal processing. Additionally, the study compares these alterations in children with dyslexia to those with mathematical disorders, to determine if these connectivity changes are unique to dyslexia.
Methods:
1. Participants
Using the Healthy Brain Network dataset from the Child Mind Institute (Data Release 9.0), this study included three groups: 43 children diagnosed with a specific reading impairment (dyslexia group), 41 children in a matched control group, and 43 children with a specific mathematics impairment.
2. Measures and Analysis
A functional brain network, comprising 132 regions from the Harvard-Oxford atlas, was established. The study assessed and compared the pairwise correlation of resting-state fMRI time series across these brain regions among the three groups. Preprocessing of the fMRI data utilized SPM software, and the CONN toolbox was employed for functional connectivity analysis.
Results:
The analysis revealed notable differences in the dyslexia group compared to the control group, including significant reductions in connectivity between the left and right Posterior Superior Temporal Gyrus and the right caudate nucleus, the Parahippocampal Gyrus (left, posterior division) and the posterior cerebellum, and between the Occipital Cortex and the medial Prefrontal Cortex (mPFC). These diminished connectivity patterns were unique to the dyslexia group and not observed in the mathematics disorder group, highlighting the specificity of these changes to dyslexia.
Conclusions:
The findings indicate distinct alterations in brain connectivity within various networks, including those associated with visual and language processing, in children with dyslexia. This reinforces the understanding of dyslexia as a disorder encompassing multiple domains. The study's results are specific to dyslexia, differing from learning disorders related to mathematics. However, it remains unclear whether these changes are primary causes or secondary effects of dyslexia. Improved comprehension of these altered connectivity patterns and their implications on visual pathways, working memory, and temporal processing could inform approaches to other related brain disorders and guide future treatment strategies.
Language:
Reading and Writing 2
Modeling and Analysis Methods:
fMRI Connectivity and Network Modeling 1
Keywords:
Other - dyslexia, Visual pathway, Working memory, Temporal processing, multi-deficit disorder, Brain connectivity
1|2Indicates the priority used for review
Provide references using author date format
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