Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia.
MVPA
beginning readers
dyslexia
multivariate fMRI
phoneme representations
phonological deficit
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
01 2020
01 2020
Historique:
received:
09
11
2018
revised:
03
04
2019
accepted:
29
04
2019
pubmed:
16
5
2019
medline:
24
3
2020
entrez:
16
5
2019
Statut:
ppublish
Résumé
There is an ongoing debate whether phonological deficits in dyslexics should be attributed to (a) less specified representations of speech sounds, like suggested by studies in young children with a familial risk for dyslexia, or (b) to an impaired access to these phonemic representations, as suggested by studies in adults with dyslexia. These conflicting findings are rooted in between study differences in sample characteristics and/or testing techniques. The current study uses the same multivariate functional MRI (fMRI) approach as previously used in adults with dyslexia to investigate phonemic representations in 30 beginning readers with a familial risk and 24 beginning readers without a familial risk of dyslexia, of whom 20 were later retrospectively classified as dyslexic. Based on fMRI response patterns evoked by listening to different utterances of /bA/ and /dA/ sounds, multivoxel analyses indicate that the underlying activation patterns of the two phonemes were distinct in children with a low family risk but not in children with high family risk. However, no group differences were observed between children that were later classified as typical versus dyslexic readers, regardless of their family risk status, indicating that poor phonemic representations constitute a risk for dyslexia but are not sufficient to result in reading problems. We hypothesize that poor phonemic representations are trait (family risk) and not state (dyslexia) dependent, and that representational deficits only lead to reading difficulties when they are present in conjunction with other neuroanatomical or-functional deficits.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e12857Informations de copyright
© 2019 John Wiley & Sons Ltd.
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