A semantic strength and neural correlates in developmental dyslexia
IntroductionMost studies of dyslexia focus on domains of impairment (e.g., reading and phonology, among others), but few examine possible strengths. In the present study, we investigated semantic fluency as a cognitive strength in English-speaking children with dyslexia aged 8–13.MethodsNinety-seven...
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Frontiers Media S.A.
2025-02-01
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| author | Sladjana Lukic Sladjana Lukic Sladjana Lukic Fei Jiang Maria Luisa Mandelli Maria Luisa Mandelli Ting Qi Sarah M. Inkelis Sarah M. Inkelis Emily Rosenthal Emily Rosenthal Zachary Miller Zachary Miller Emma Wellman Emma Wellman Silvia A. Bunge Silvia A. Bunge Silvia A. Bunge Maria Luisa Gorno-Tempini Maria Luisa Gorno-Tempini Christa Watson Pereira Christa Watson Pereira |
| author_facet | Sladjana Lukic Sladjana Lukic Sladjana Lukic Fei Jiang Maria Luisa Mandelli Maria Luisa Mandelli Ting Qi Sarah M. Inkelis Sarah M. Inkelis Emily Rosenthal Emily Rosenthal Zachary Miller Zachary Miller Emma Wellman Emma Wellman Silvia A. Bunge Silvia A. Bunge Silvia A. Bunge Maria Luisa Gorno-Tempini Maria Luisa Gorno-Tempini Christa Watson Pereira Christa Watson Pereira |
| author_sort | Sladjana Lukic |
| collection | DOAJ |
| description | IntroductionMost studies of dyslexia focus on domains of impairment (e.g., reading and phonology, among others), but few examine possible strengths. In the present study, we investigated semantic fluency as a cognitive strength in English-speaking children with dyslexia aged 8–13.MethodsNinety-seven children with dyslexia completed tests of letter and semantic verbal fluency, standardized measures of reading and cognitive functions, and task-free resting-state functional magnetic resonance imaging (rs-fMRI). First, we adjusted performance on semantic fluency by letter fluency and created a residual score that was used to separate participants into high (residual >0) or average (residual <0) semantic performance groups. We then employed a psycholinguistic clustering and switching approach to the semantic fluency task and performed dynamic task-free rs-fMRI connectivity analysis to reveal group differences in brain dynamics.ResultsHigh and average semantic fluency groups were well-matched on demographics and letter fluency but differed on their psycholinguistic patterns on the semantic fluency task. The high semantic fluency group, compared to the average semantic fluency group, produced a higher number of words within each cluster, a higher max cluster size, and a higher number of switches. Differential dynamic rs-fMRI connectivity (shorter average dwell time and greater brain state switches) was observed between the high and average groups in a large-scale bilateral frontal-temporal-occipital network.DiscussionThese data demonstrate that a subgroup of children with dyslexia perform above average on semantic fluency tasks and their performance is strongly linked to distinct psycholinguistic patterns and differences in a task-free resting-state brain network, which includes regions previously implicated in semantic processing. This work highlights that inter-individual differences should be taken into account in dyslexia and reveals a cognitive area of strength for some children with dyslexia that could be leveraged for reading interventions. |
| format | Article |
| id | doaj-art-9bb703358e2f4bdfa70b73e4002bb185 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
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| spelling | doaj-art-9bb703358e2f4bdfa70b73e4002bb1852025-02-04T06:31:42ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-02-011510.3389/fpsyg.2024.14054251405425A semantic strength and neural correlates in developmental dyslexiaSladjana Lukic0Sladjana Lukic1Sladjana Lukic2Fei Jiang3Maria Luisa Mandelli4Maria Luisa Mandelli5Ting Qi6Sarah M. Inkelis7Sarah M. Inkelis8Emily Rosenthal9Emily Rosenthal10Zachary Miller11Zachary Miller12Emma Wellman13Emma Wellman14Silvia A. Bunge15Silvia A. Bunge16Silvia A. Bunge17Maria Luisa Gorno-Tempini18Maria Luisa Gorno-Tempini19Christa Watson Pereira20Christa Watson Pereira21Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesSchool of Communication Science and Disorders, Florida State University College of Communication and Information, Tallahassee, FL, United StatesDepartment of Epidemiology & Biostatistics, University of California, San Francisco, San Francisco, CA, United StatesMemory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesDepartment of Brain Cognition and Intelligent Medicine, Beijing University of Posts and Telecommunications, Beijing, ChinaMemory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesDepartment of Psychology, University of California, Berkeley, Berkeley, CA, United StatesMemory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesMemory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesDepartment of Psychology, University of California, Berkeley, Berkeley, CA, United StatesHelen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, United StatesMemory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesMemory and Aging Center, University of California, San Francisco, San Francisco, CA, United StatesUCSF-UCB Schwab Dyslexia and Cognitive Diversity Center, San Francisco, CA, United StatesIntroductionMost studies of dyslexia focus on domains of impairment (e.g., reading and phonology, among others), but few examine possible strengths. In the present study, we investigated semantic fluency as a cognitive strength in English-speaking children with dyslexia aged 8–13.MethodsNinety-seven children with dyslexia completed tests of letter and semantic verbal fluency, standardized measures of reading and cognitive functions, and task-free resting-state functional magnetic resonance imaging (rs-fMRI). First, we adjusted performance on semantic fluency by letter fluency and created a residual score that was used to separate participants into high (residual >0) or average (residual <0) semantic performance groups. We then employed a psycholinguistic clustering and switching approach to the semantic fluency task and performed dynamic task-free rs-fMRI connectivity analysis to reveal group differences in brain dynamics.ResultsHigh and average semantic fluency groups were well-matched on demographics and letter fluency but differed on their psycholinguistic patterns on the semantic fluency task. The high semantic fluency group, compared to the average semantic fluency group, produced a higher number of words within each cluster, a higher max cluster size, and a higher number of switches. Differential dynamic rs-fMRI connectivity (shorter average dwell time and greater brain state switches) was observed between the high and average groups in a large-scale bilateral frontal-temporal-occipital network.DiscussionThese data demonstrate that a subgroup of children with dyslexia perform above average on semantic fluency tasks and their performance is strongly linked to distinct psycholinguistic patterns and differences in a task-free resting-state brain network, which includes regions previously implicated in semantic processing. This work highlights that inter-individual differences should be taken into account in dyslexia and reveals a cognitive area of strength for some children with dyslexia that could be leveraged for reading interventions.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1405425/fulldevelopmental dyslexiasemantic fluencyclustering and switching approachcognitive strengthbrain dynamics |
| spellingShingle | Sladjana Lukic Sladjana Lukic Sladjana Lukic Fei Jiang Maria Luisa Mandelli Maria Luisa Mandelli Ting Qi Sarah M. Inkelis Sarah M. Inkelis Emily Rosenthal Emily Rosenthal Zachary Miller Zachary Miller Emma Wellman Emma Wellman Silvia A. Bunge Silvia A. Bunge Silvia A. Bunge Maria Luisa Gorno-Tempini Maria Luisa Gorno-Tempini Christa Watson Pereira Christa Watson Pereira A semantic strength and neural correlates in developmental dyslexia Frontiers in Psychology developmental dyslexia semantic fluency clustering and switching approach cognitive strength brain dynamics |
| title | A semantic strength and neural correlates in developmental dyslexia |
| title_full | A semantic strength and neural correlates in developmental dyslexia |
| title_fullStr | A semantic strength and neural correlates in developmental dyslexia |
| title_full_unstemmed | A semantic strength and neural correlates in developmental dyslexia |
| title_short | A semantic strength and neural correlates in developmental dyslexia |
| title_sort | semantic strength and neural correlates in developmental dyslexia |
| topic | developmental dyslexia semantic fluency clustering and switching approach cognitive strength brain dynamics |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1405425/full |
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