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Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading

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Abstract

Whereas the neurobiological basis of developmental dyslexia has received substantial attention, only little is known about the processes in the brain during remediation. This holds in particular in light of recent findings on cognitive subtypes of dyslexia which suggest interactions between individual profiles, training methods, and also the task in the scanner. Therefore, we trained three groups of German dyslexic primary school children in the domains of phonology, attention, or visual word recognition. We compared neurofunctional changes after 4 weeks of training in these groups to those in untrained normal readers in a reading task and in a task of visual attention. The overall reading improvement in the dyslexic children was comparable over groups. It was accompanied by substantial increase of the activation level in the visual word form area (VWFA) during a reading task inside the scanner. Moreover, there were activation increases that were unique for each training group in the reading task. In contrast, when children performed the visual attention task, shared training effects were found in the left inferior frontal sulcus and gyrus, which varied in amplitude between the groups. Overall, the data reveal that different remediation programmes matched to individual profiles of dyslexia may improve reading ability and commonly affect the VWFA in dyslexia as a shared part of otherwise distinct networks.

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Notes

  1. Please note that the data from the attention task have already been reported in a recent paper [Brinkhaus (in press). Subtypen-spezifisches Training bei Dyslexie: Eine fMRT-Studie zur Aufmerksamkeit. Lernen und Lernstörungen]. Since this paper is in German, we give a brief presentation of the methods and findings here, too, so the English speaking reader may get the full picture of the data. The participants in the second experiment were a sub-sample of those scanned in experiment 1.

  2. To have a comparable assessment of all children, we did not rely on earlier diagnoses of phonological disorders or ADHD, but administered the same test battery to all children. It is worth noting that reduced abilities in the field of attention do not necessarily imply the diagnosis of ADD/ADHD (Bosse et al. 2007; Heim et al. 2008; Reid et al. 2007; Valdois et al. 2003).

  3. It cannot be ruled out completely that the experimental paradigm contains a working memory component because the words were uttered only when the cue appeared on the screen. Whereas there is evidence that working memory components might be relevant for dyslexic reading (e.g. Beneventi et al. 2010), there is, to our knowledge, no evidence yet in how far this would differ between dyslexia subtypes. Since the present paradigm has several advantages, i.e. dissociation of scanning and speaking and a number of previous successful applications, we decided to apply it for the present study.

  4. Normalisation to standard MNI space was performed to be able to apply the cytoarchitectonic probabilistic brain atlas implemented in the SPM Anatomy toolbox (Eickhoff et al. 2005). Note recent approaches (e.g. Wilke et al. 2008) to create paediatric templates, which may be a little more appropriate for analysing anatomical data; yet, we consider the relative improvement of resolution irrelevant for the present functional data set which was smoothed with a standard filter of 8 mm FWHM.

  5. To account for the fact that the PHON children had each received one out of two trainings, they were modelled as two separate groups in this analysis. The two groups were then re-unified in the contrast vectors. The same holds for the ATT children.

  6. Contrast estimates were obtained from the local maximum of the VWFA cluster.

  7. For assessment of significance of correlation coefficients, the standard level of p < .05 was applied here.

  8. References to cytoarchitectonic areas area 1/3a/3b (Geyer et al. 1999, 2000); area 2 (Grefkes et al. 2001); area 4a/4p (Geyer et al. 1996); area 5L/5M/5Ci/7A/7PC/hIP3 (Scheperjans et al. 2008); area 6 (Geyer 2003); area OP1/OP3 (Eickhoff et al. 2006); area hIP1/hIP2 (Choi et al. 2006); area PF/PFm/PFt/PGa (Caspers et al. 2006); area TE1.0/TE1.1/TE1.2 (Morosan et al. 2001); area Id1/Id2 (Kurth et al. 2010).

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Acknowledgments

Marion Grande and Stefan Heim were supported by the German Federal Ministry of Education and Research (BMBF grant 01GJ0804). We thank Walter Sturm and Bruno Fimm for sharing their expertise in all issues related to attention. Finally, we are grateful for the constructive comments and questions of three reviewers to a previous version of this manuscript, which we happily considered.

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Authors and Affiliations

  1. Department of Psychiatry, Psychotherapy, and Psychosomatics, Uniklinik RWTH Aachen, Pauwelsstraße 30, 52074, Aachen, Germany

    Stefan Heim & Muna van Ermingen-Marbach

  2. Research Centre Jülich, Institute of Neuroscience and Medicine (INM-1), Jülich, Germany

    Stefan Heim

  3. Section Clinical and Cognitive Neurosciences, Department of Neurology, Uniklinik RWTH Aachen, Aachen, Germany

    Stefan Heim, Julia Pape-Neumann, Moti Brinkhaus & Marion Grande

  4. SRH University of Applied Sciences for Health Gera GmbH, Gera, Germany

    Muna van Ermingen-Marbach

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Heim, S., Pape-Neumann, J., van Ermingen-Marbach, M. et al. Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading. Brain Struct Funct 220, 2191–2207 (2015). https://doi.org/10.1007/s00429-014-0784-y

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