Eileen M Napoliello's research while affiliated with Georgetown University and other places
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Publications (19)
Studies of reading intervention in dyslexia have shown changes in performance and in brain function. However, there is little consistency in the location of brain regions associated with successful reading gains in children, most likely due to variability/limitations in methodologies (study design, participant criteria, and neuroimaging procedures)...
Math disability (MD) or developmental dyscalculia is a highly prevalent learning disability involving deficits in computation and arithmetic fact retrieval and is associated with dysfunction of parietal and prefrontal cortices. It has been suggested that dyscalculia (and other learning disabilities and developmental disorders) can be viewed in term...
The cerebellar deficit hypothesis of dyslexia posits that dysfunction of the cerebellum is the underlying cause for reading difficulties observed in this common learning disability. The present study used functional magnetic resonance imaging (fMRI) and a single word processing task to test for differences in activity and connectivity in children w...
Typical readers rely on two brain pathways for word processing in the left hemisphere: temporo-parietal cortex (TPC) and inferior frontal cortex (IFC), thought to subserve phonological decoding, and occipito-temporal cortex (OTC), including the “visual word form area” (VWFA), thought to subserve orthographic processing. How these regions are affect...
Arithmetic and written language are uniquely human skills acquired during early schooling and used daily. While prior studies have independently characterized the neural bases for arithmetic and reading, here we examine both skills in a single study to capture their shared and unique cognitive mechanisms, as well as the role of age/experience in mo...
Reading has been shown to rely on a dorsal brain circuit involving the temporoparietal cortex (TPC) for grapheme-to-phoneme conversion of novel words (Pugh et al., 2001), and a ventral stream involving left occipitotemporal cortex (OTC) (in particular in the so-called “visual word form area”, VWFA) for visual identification of familiar words. In ad...
Learning to read is thought to involve the recruitment of left hemisphere ventral occipitotemporal cortex (OTC) by a process of "neuronal recycling", whereby object processing mechanisms are co-opted for reading. Under the same theoretical framework, it has been proposed that the visual word form area (VWFA) within the OTC processes orthographic st...
fMRI studies using a region-of-interest approach have revealed that the ventral portion of the left occipito-temporal cortex, which is specialized for orthographic processing of visually presented words (and includes the so-called “visual word form area”, VWFA), is characterized by a posterior-to-anterior gradient of increasing selectivity for word...
Studies have converged in their findings of relatively less gray matter volume (GMV) in developmental dyslexia in bilateral temporoparietal and left occipitotemporal cortical regions. However, the interpretation of these results has been difficult. The reported neuroanatomical differences in dyslexia may be causal to the reading problems, following...
Age-and Reading-Level-Matched VBM Comparison of Dyslexic Children and Typical Readers
Unlabelled:
Developmental dyslexia is a reading disorder, yet deficits also manifest in the magnocellular-dominated dorsal visual system. Uncertainty about whether visual deficits are causal or consequential to reading disability encumbers accurate identification and appropriate treatment of this common learning disability. Using fMRI, we demonstr...
Developmental dyslexia, characterized by unexpected reading difficulty, is associated with anomalous brain anatomy and function. Previous structural neuroimaging studies have converged in reports of less gray matter volume (GMV) in dyslexics within left hemisphere regions known to subserve language. Due to the higher prevalence of dyslexia in males...
Brain basis of Chinese character and English word reading in children
English word, Chinese character, and object processing in young English speaking children
Brain imaging studies have identified a left-lateralized network of regions that are engaged when monolinguals read. However, for individuals who are native speakers of two languages, it is unclear whether this pattern of activity is maintained across both languages or if it deviates according to language-specific properties. We used functional mag...
Studies in children and adults with the reading disability developmental dyslexia have shown behavioral improvements after reading intervention. In another line of work, it has been shown that intensive training in a variety of cognitive and sensorimotor skills can result in changes in gray matter volume (GMV). This study examined changes in GMV fo...
In this study we employed a novel technique to examine the neural basis of written spelling by having subjects touch-type single words on an fMRI compatible QWERTY keyboard. Additionally, in the same group of participants we determined if task-related signal changes associated with typed spelling were also co-localized with or separate from those f...
A longitudinal study of gray matter volume change during reading intervention in dyslexic children.
Citations
... It has been demonstrated that loss of one or even both occipital lobes in early development can be compensated to a considerable extent [193,194] and that reading is even possible in the absence of the left ventral occipito-temporal cortex [195]. It can also be assumed that not all functional impairments of neural networks are reflected in functional MRI [196]. ...
Reference: Dyslexia: Causes and Concomitant Impairments
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... The children with dyslexia came from a private school specializing in learning disabilities. Nine of the children in the control group were included in a prior functional study comparing the motor system between children and adults (Turesky et al., 2018) and others were included in prior functional studies not involving the motor system (Olulade et al., 2013(Olulade et al., , 2015Evans et al., 2014a,b;Ashburn et al., 2020). The children with dyslexia had a documented history of underachievement in reading. ...
... On the one hand, there are studies that have shown that deaf adult readers can make use of phonological information across a range of tasks, most of them involving explicit phonological manipulations (e.g., decide whether two words rhyme or not) (e.g., Emmorey et al., 2013;Hanson & McGarr, 1989;MacSweeney et al., , 2013. On the other hand, many recent studies investigating automatic activation of phonological codes during word recognition have failed to show an effect for deaf readers (Costello et al., 2021;Fariña et al., 2017) or have found evidence of coarser grained phonological processing in deaf than hearing people (Glezer et al., 2019). ...
... Phonological processing performance is correlated with early mathematical skills before formal schooling (Vanbinst et al., 2020;Viesel-Nordmeyer et al., 2022) and has been identified as a shared risk factor for both RD and MD in 7-11-year old children (Slot et al., 2016). The relation between phonology and arithmetic is also apparent in older children and adults, behaviorally and in the brain, for typically-developing individuals (De Smedt & Boets, 2010;Evans et al., 2016;Hecht et al., 2001;Pollack & Ashby, 2018;Prado, 2018;Suárez-Pellicioni et al., 2019) and those with RD (Evans et al., 2014;Matejko et al., 2022;Träff et al., 2017). Yet while many children with RD have poor phonological awareness, not all of these children struggle with math. ...
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... Two routes, the phonological and the lexical, are responsible for the acquisition and development of reading [1][2][3][4]. Proficient reading is only reached when decoding is automatized and when cognitive and metacognitive mechanisms are available to enable the understanding of the decoded material [5][6][7]. The phonological route uses the grapheme-phoneme conversion process, translating letters or groups of letters into phonemes, through the application of grapheme-phonemic rules. ...
... There is a consensus that especially the location of lefthemispheric LS-VOT is very consistent across tasks and writing systems (Bolger et al., 2005; meta-analysis including studies carried out in European alphabets, Chinese characters, and Japanese Kana and Kanji). In children, the overlap of specific activation for reading English words and Chinese characters (Krafnick et al., 2016), as well as French words and Chinese characters (Feng et al., 2021) was found in the left LS-VOT in the direct proximity of the Englishbased ROI (Cohen et al., 2002). Classical LS-VOT ROI was also explored in adults reading frequent Chinese characters (nouns), and activation in this region was confirmed as specific for reading (Liu et al., 2008). ...
... The children with dyslexia came from a private school specializing in learning disabilities. Nine of the children in the control group were included in a prior functional study comparing the motor system between children and adults (Turesky et al., 2018) and others were included in prior functional studies not involving the motor system (Olulade et al., 2013(Olulade et al., , 2015Evans et al., 2014a,b;Ashburn et al., 2020). The children with dyslexia had a documented history of underachievement in reading. ...
... Phonological processing performance is correlated with early mathematical skills before formal schooling (Vanbinst et al., 2020;Viesel-Nordmeyer et al., 2022) and has been identified as a shared risk factor for both RD and MD in 7-11-year old children (Slot et al., 2016). The relation between phonology and arithmetic is also apparent in older children and adults, behaviorally and in the brain, for typically-developing individuals (De Smedt & Boets, 2010;Evans et al., 2016;Hecht et al., 2001;Pollack & Ashby, 2018;Prado, 2018;Suárez-Pellicioni et al., 2019) and those with RD (Evans et al., 2014;Matejko et al., 2022;Träff et al., 2017). Yet while many children with RD have poor phonological awareness, not all of these children struggle with math. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/277043850825733-1443063809868_Q64/Olumide-Olulade.jpg)
... In typically developing readers, increases in grey matter volume (GMV) within this network are related to better reading skills ( Hoeft et al., 2007 ). Accordingly, dyslexic individuals show reduced GMV in occipitotemporal areas of the ventral visual stream (left fusiform which includes visual word form area) supporting letter and text processing and in the temporoparietal areas related to audio-visual information integration ( Krafnick et al., 2014 ). Apart from atypicalities in the visual ventral stream, developmental dyslexia has been related to a lack of left-hemispheric bias (i.e., left > right) in the superior temporal grey matter volume ( Dole et al., 2013 ), which could explain the reduced ability to track auditory information ( Lizarazu et al., 2015 ). ...
... This implies that magnocellular deficits are not the central contributory factor to the occurrence of dyslexia. Moreover, although magnocellular activity is linked to reading proficiency, the link may not be causative as demonstrated by non-readers who showed variations in pre-post variances in the magnocellular layers subsequent to learning to read (e.g., Olulade, Napoliello, & Eden, 2013). Magnocellular deficits could thus be resultant as opposed to the basis of poor reading proficiency. ...
