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Reading-induced shifts of cortical speech representations in dyslexic and typically reading children

Authors:
Reading-induced shifts of cortical speech representations in dyslexic and typically reading children
Linda Romanovska, Roef Janssen, Milene Bonte
Dept. Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
Experimental Paradigm
References
[1] Blomert (2011). NeuroImage, 57(3),695-703. [2] Keetels et al. (2016). Atten Percept Psychophys,78(3),938-945. [3] Baart et al. (2012).
Acta Psychol,140(1),91-95. [4] Keetels et al. (2018). Front Psychol, 9(710), 1-11. [5] Romanovska et al.(submitted). [6] Dehaene-Lambertz
et al. (2018). PLOS Biology, 16(3), e2004103. [7] Goebel et al., (2006). Hum.Brain Mapp., (27), 392401.This work was supported by The
Netherlands Organization for ScienticResearch (Vidi-Grant 452-16-004 to M.B).
Correspondence to:
Linda Romanovska
linda.romanovska@maastrichtuniversity.nl
https://mbic-languagelab.nl/
Department of Cognitive Neuroscience
Faculty of Psychology and Neuroscience
T +3143 388 1478
Maastricht University
P. O . B o x 6 1 6
6200 MD Maastricht, The Netherlands
Figure 1: Each recalibration run consisted of 6mini-blocks comprised of an exposure block and post-test
trials.AV=audio-visual exposure trials;A=auditory-only post-test sound;R=response trial
Figure 4: Preliminary correlation analyses between cortical activation during exposure blocks and
standardized reading measures.Results indicated that better phonological and reading related skills
were linked to more activation within distributed cortical areas including occipito-temporal, temporal and
parietal cortex.
pcorr<0.05
t(14811)
8.0 4.0
-0.8-0.4
0.40.8
puncorr<0.05
r(22)
Letter-speech sound substitution
Reading fluency
Rapid Automatized Naming
(x4)Instructions AV AV A R A
(x8)
aba +
ITI = 2s ISI = 8-12s 1-2s
a?a a?a
aba
LH
LH
LH
LH
LH
RH
RH RH
RHRH
Phoneme deletion
Introduction
One of the proposed mechanisms underlying reading problems in dyslexia is impaired letter-speech sound
mapping [1]. Here we investigate this mapping in 8-10 year old dyslexic and typically reading children using
(f)MRI and text-based recalibration, ashort-term audio-visual learning paradigm [2,3]. In this paradigm,
an ambiguous speech sound between /aba/ and /ada/ is combined with disambiguating text to bias the
perception of the speech sound in subsequent auditory-only post-test trials.Previous research in adults
reveals that typical readers show a shift in the perceptual boundary of the ambiguous sound towards the text
thus showing arecalibration effect whereas this shift is not observed in dyslexic readers [4]. pcorr<0.05
t(14709)
8.0 2.5 -2.5 -8.0
LH RH
Figure 3. Contrast maps of activation during the audiovisual exposure blocks revealed increased activation
within brain areas previously linked to effortful reading in dyslexic children and more activation within the
auditory cortex and the ventral pathway in typical readers [6].
Discussion
Our findings intriguingly show abehavioral recalibration effect in both dyslexic and typically reading children.
Preliminary fMRI results point to differences in cortical activation patterns mediating this effect. These findings
not only suggest different mechanisms of reading-related audio-visual learning in developmental dyslexia but
also highlight the importance of considering dynamic developmental changes and individual differences in
reading skills when investigating group differences between typical and dyslexic readers.
Methods
vParticipants:15 dyslexic (90.73)and 38 typically reading (90.78)children were recruited from local schools and aspecialized
dyslexia institute.Here we include preliminary data of 12 children from each group.
v(f)MRI data were collected on aSiemens 3T Prisma MRI scanner.The recalibration task consisted of 4*5 min.functional runs (2,5mm3,
TR =2000 ms,TA =1100 ms,TE =35.8 ms,50 slices).Anatomical T1 images were collected using an MPRAGE sequence (1mm3),
v(f)MRI data pre-processing and further analyses were performed using Brainvoyager QX V2.8. Individual cortical surfaces (N=24)were
reconstructed from grey-white matter segmentations and anatomically aligned using cortex-based alignment [7]. Subsequent functional
analyses were performed at the surface level.The activation maps during the audio-visual exposure blocks and the group contrast were
corrected for multiple comparisons employing cluster-size correction (pcorr<0.05)with aprimary threshold p<0.001 at the vertex level.
Results
Our behavioral results reveal significant recalibration effects in both dyslexic and typically reading children [5].
Figure 2: fMRI responses during the audiovisual exposure blocks overlap with key areas previously
associated with reading.Event-related time courses indicate less activation within the auditory cortex in
dyslexic compared to typical readers.
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  • Keetels
Acta Psychol, 140(1), 91-95. [4] Keetels et al. (2018). Front Psychol, 9(710), 1-11. [5] Romanovska et al. (submitted).
This work was supported by The Netherlands Organization for Scientific Research
  • Dehaene-Lambertz
Dehaene-Lambertz et al. (2018). PLOS Biology, 16(3), e2004103. [7] Goebel et al., (2006). Hum. Brain Mapp., (27), 392-401. This work was supported by The Netherlands Organization for Scientific Research (Vidi-Grant 452-16-004 to M.B).