Understanding the biological basis of dyslexia at a neural systems level

Noor Z Al Dahhan; John R Kirby; Donald C Brien; Rina Gupta; Allyson Harrison; Douglas P Munoz

doi:10.1093/braincomms/fcaa173

Understanding the biological basis of dyslexia at a neural systems level

Brain Commun. 2020 Oct 17;2(2):fcaa173. doi: 10.1093/braincomms/fcaa173. eCollection 2020.

Authors

Noor Z Al Dahhan¹, John R Kirby^{1

2}, Donald C Brien¹, Rina Gupta³, Allyson Harrison³, Douglas P Munoz^{1

4}

Affiliations

¹ Centre for Neuroscience Studies, Queen's University, Kingston, ON K7L 3N6, Canada.
² Faculty of Education, Queen's University, Kingston, ON K7M 5R7, Canada.
³ Regional Assessment and Resource Centre, Queen's University, Kingston, ON K7L 3N6, Canada.
⁴ Department of Biomedical and Molecular Sciences, Queen's University, Kingston, ON, K7L 3N6, Canada.

Abstract

We examined the naming speed performance of 18 typically achieving and 16 dyslexic adults while simultaneously recording eye movements, articulations and fMRI data. Naming speed tasks, which require participants to name a list of letters or objects, have been proposed as a proxy for reading and are thought to recruit similar reading networks in the left hemisphere of the brain as more complex reading tasks. We employed letter and object naming speed tasks, with task manipulations to make the stimuli more or less phonologically and/or visually similar. Compared to typically achieving readers, readers with dyslexia had a poorer behavioural naming speed task performance, longer fixation durations, more regressions and increased activation in areas of the reading network in the left-hemisphere. Whereas increased network activation was positively associated with performance in dyslexics, it was negatively related to performance in typically achieving readers. Readers with dyslexia had greater bilateral activation and recruited additional regions involved with memory, namely the amygdala and hippocampus; in contrast, the typically achieving readers additionally activated the dorsolateral prefrontal cortex. Areas within the reading network were differentially activated by stimulus manipulations to the naming speed tasks. There was less efficient naming speed behavioural performance, longer fixation durations, more regressions and increased neural activity when letter stimuli were both phonologically and visually similar. Discussion focuses on the differences in activation within the reading network, how they are related to behavioural task differences, and how progress in furthering the understanding of the relationship between behavioural performance and brain activity can change the overall trajectories of children with reading difficulties by contributing to both early identification and remediation processes.

Keywords: dyslexia; eye tracking; fMRI; reading network; speech recording.