Nicole Davis

Aberrant Functional Activation in School Age Children At-Risk for Mathematical Disability: A Functional Imaging Study of Simple Arithmetic Skill.

We used functional magnetic resonance imaging (fMRI) to explore the patterns of brain activation associated with different levels of performance in exact and approximate calculation tasks in well-defined cohorts of children with mathematical calculation difficulties (MD) and typically developing controls. Both groups of children activated the same network of brain regions; however, children in the MD group had significantly increased activation in parietal, frontal, and cingulate cortices during both calculation tasks. A majority of the differences occurred in anatomical brain regions associated with cognitive resources such as executive functioning and working memory that are known to support higher level arithmetic skill but are not specific to mathematical processing. We propose that these findings are evidence that children with MD use the same types of problem solving strategies as TD children, but their weak mathematical processing system causes them to employ a more developmentally immature and less efficient form of the strategies.

The neural correlates of calculation ability in children: an fMRI study

Most studies investigating mental numerical processing involve adult participants and little is known about the functioning of these systems in children. The current study used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of numeracy and the influence of age on these correlates with a group of adults and a group of third graders who had average to above average mathematical ability. Participants performed simple and complex versions of exact and approximate calculation tasks while in the magnet. Like adults, children activated a network of brain regions in the frontal and parietal lobes during the calculation tasks, and they recruited additional brain regions for the more complex versions of the tasks. However, direct comparisons between adults and children revealed significant differences in level of activation across all tasks. In particular, patterns of activation in the parietal lobe were significantly different as a function of age. Findings support previous claims that the parietal lobe becomes more specialized for arithmetic tasks with age.

Neuroimaging of reading intervention: A systematic review and activation likelihood estimate meta-analysis

A growing number of studies examine instructional training and brain activity. The purpose of this paper is to review the literature regarding neuroimaging of reading intervention, with a particular focus on reading difficulties (RD). To locate relevant studies, searches of peer-reviewed literature were conducted using electronic databases to search for studies from the imaging modalities of fMRI and MEG (including MSI) that explored reading intervention. Of the 96 identified studies, 22 met the inclusion criteria for descriptive analysis. A subset of these (8 fMRI experiments with post-intervention data) was subjected to activation likelihood estimate (ALE) meta-analysis to investigate differences in functional activation following reading intervention. Findings from the literature review suggest differences in functional activation of numerous brain regions associated with reading intervention, including bilateral inferior frontal, superior temporal, middle temporal, middle frontal, superior frontal, and postcentral gyri, as well as bilateral occipital cortex, inferior parietal lobules, thalami, and insulae. Findings from the meta-analysis indicate change in functional activation following reading intervention in the left thalamus, right insula/inferior frontal, left inferior frontal, right posterior cingulate, and left middle occipital gyri. Though these findings should be interpreted with caution due to the small number of studies and the disparate methodologies used, this paper is an effort to synthesize across studies and to guide future exploration of neuroimaging and reading intervention.

Simultaneous Analysis and Quality Assurance for Diffusion Tensor Imaging

Diffusion tensor imaging (DTI) enables non-invasive, cyto-architectural mapping of in vivo tissue microarchitecture through voxel-wise mathematical modeling of multiple magnetic resonance imaging (MRI) acquisitions, each differently sensitized to water diffusion. DTI computations are fundamentally estimation processes and are sensitive to noise and artifacts. Despite widespread adoption in the neuroimaging community, maintaining consistent DTI data quality remains challenging given the propensity for patient motion, artifacts associated with fast imaging techniques, and the possibility of hardware changes/failures. Furthermore, the quantity of data acquired per voxel, the non-linear estimation process, and numerous potential use cases complicate traditional visual data inspection approaches. Currently, quality inspection of DTI data has relied on visual inspection and individual processing in DTI analysis software programs (e.g. DTIPrep, DTI-studio). However, recent advances in applied statistical methods have yielded several different metrics to assess noise level, artifact propensity, quality of tensor fit, variance of estimated measures, and bias in estimated measures. To date, these metrics have been largely studied in isolation. Herein, we select complementary metrics for integration into an automatic DTI analysis and quality assurance pipeline. The pipeline completes in 24 hours, stores statistical outputs, and produces a graphical summary quality analysis (QA) report. We assess the utility of this streamlined approach for empirical quality assessment on 608 DTI datasets from pediatric neuroimaging studies. The efficiency and accuracy of quality analysis using the proposed pipeline is compared with quality analysis based on visual inspection. The unified pipeline is found to save a statistically significant amount of time (over 70%) while improving the consistency of QA between a DTI expert and a pool of research associates. Projection of QA metrics to a low dimensional manifold reveal qualitative, but clear, QA-study associations and suggest that automated outlier/anomaly detection would be feasible.

Functional Correlates of Children's Responsiveness to Intervention

Functional imaging research has yielded evidence of changes in poor readers after instructional intervention. Although it is well established that within the group of children with poor reading there are differences in behavioral response to intervention, little is know about the functional correlates of responsiveness. Therefore, we acquired functional magnetic resonance imaging (MRI) data from children identified as “at risk for reading disability” who responded differently to a reading intervention (5 responders; 5 nonresponders; 4 controls). Groups differed in activation level of the left hemisphere posterior superior temporal and the middle temporal gyri, suggesting that future imaging studies should consider responders and nonresponders separately.

Not All Reading Disabilities Are Dyslexia: Distinct Neurobiology of Specific Comprehension Deficits

Although an extensive literature exists on the neurobiological correlates of dyslexia (DYS), to date, no studies have examined the neurobiological profile of those who exhibit poor reading comprehension despite intact word-level abilities (specific reading comprehension deficits [S-RCD]). Here we investigated the word-level abilities of S-RCD as compared to typically developing readers (TD) and those with DYS by examining the blood oxygenation-level dependent response to words varying on frequency. Understanding whether S-RCD process words in the same manner as TD, or show alternate pathways to achieve normal word-reading abilities, may provide insights into the origin of this disorder. Results showed that as compared to TD, DYS showed abnormal covariance during word processing with right-hemisphere homologs of the left-hemisphere reading network in conjunction with left occipitotemporal underactivation. In contrast, S-RCD showed an intact neurobiological response to word stimuli in occipitotemporal regions (associated with fast and efficient word processing); however, inferior frontal gyrus (IFG) abnormalities were observed. Specifically, TD showed a higher-percent signal change within right IFG for low-versus-high frequency words as compared to both S-RCD and DYS. Using psychophysiological interaction analyses, a coupling-by-reading group interaction was found in right IFG for DYS, as indicated by a widespread greater covariance between right IFG and right occipitotemporal cortex/visual word-form areas, as well as bilateral medial frontal gyrus, as compared to TD. For S-RCD, the context-dependent functional interaction anomaly was most prominently seen in left IFG, which covaried to a greater extent with hippocampal, parahippocampal, and prefrontal areas than for TD for low- as compared to high-frequency words. Given the greater lexical access demands of low frequency as compared to high-frequency words, these results may suggest specific weaknesses in accessing lexical-semantic representations during word recognition. These novel findings provide foundational insights into the nature of S-RCD, and set the stage for future investigations of this common, but understudied, reading disorder.

Comprehending expository texts: the dynamic neurobiological correlates of building a coherent text representation

Little is known about the neural correlates of expository text comprehension. In this study, we sought to identify neural networks underlying expository text comprehension, how those networks change over the course of comprehension, and whether information central to the overall meaning of the text is functionally distinct from peripheral information. Seventeen adult subjects read expository passages while being scanned using functional magnetic resonance imaging (fMRI). By convolving phrase onsets with the hemodynamic response function (HRF), we were able to identify regions that increase and decrease in activation over the course of passage comprehension. We found that expository text comprehension relies on the co-activation of the semantic control network and regions in the posterior midline previously associated with mental model updating and integration [posterior cingulate cortex (PCC) and precuneus (PCU)]. When compared to single word comprehension, left PCC and left Angular Gyrus (AG) were activated only for discourse-level comprehension. Over the course of comprehension, reliance on the same regions in the semantic control network increased, while a parietal region associated with attention [intraparietal sulcus (IPS)] decreased. These results parallel previous findings in narrative comprehension that the initial stages of mental model building require greater visuospatial attention processes, while maintenance of the model increasingly relies on semantic integration regions. Additionally, we used an event-related analysis to examine phrases central to the texts overall meaning vs. peripheral phrases. It was found that central ideas are functionally distinct from peripheral ideas, showing greater activation in the PCC and PCU, while over the course of passage comprehension, central and peripheral ideas increasingly recruit different parts of the semantic control network. The finding that central information elicits greater response in mental model updating regions than peripheral ideas supports previous behavioral models on the cognitive importance of distinguishing textual centrality.

Influences of neural pathway integrity on children's response to reading instruction

As the education field moves toward using responsiveness to intervention to identify students with disabilities, an important question is the degree to which this classification can be connected to a students neurobiological characteristics. A few functional neuroimaging studies have reported a relationship between activation and response to instruction; however, whether a similar correlation exists with white matter (WM) is not clear. To investigate this issue, we acquired high angular resolution diffusion images from a group of first grade children who differed in their levels of responsiveness to a year-long reading intervention. Using probabilistic tractography, we calculated the strength of WM connections among nine cortical regions of interest and correlated these estimates with participants’ scores on four standardized reading measures. We found eight significant correlations, four of which were connections between the insular cortex and angular gyrus. In each of the correlations, a relationship with childrens response to intervention was evident.

Structural connectivity patterns associated with the putative visual word form area and children's reading ability

With the advent of neuroimaging techniques, especially functional MRI (fMRI), studies have mapped brain regions that are associated with good and poor reading, most centrally a region within the left occipito-temporal/fusiform region (L-OT/F) often referred to as the visual word form area (VWFA). Despite an abundance of fMRI studies of the putative VWFA, research about its structural connectivity has just started. Provided that the putative VWFA may be connected to distributed regions in the brain, it remains unclear how this network is engaged in constituting a well-tuned reading circuitry in the brain. Here we used diffusion MRI to study the structural connectivity patterns of the putative VWFA and surrounding areas within the L-OT/F in children with typically developing (TD) reading ability and with word recognition deficits (WRD; sometimes referred to as dyslexia). We found that L-OT/F connectivity varied along a posterior-anterior gradient, with specific structural connectivity patterns related to reading ability in the ROIs centered upon the putative VWFA. Findings suggest that the architecture of the putative VWFA connectivity is fundamentally different between TD and WRD, with TD showing greater connectivity to linguistic regions than WRD, and WRD showing greater connectivity to visual and parahippocampal regions than TD. Findings thus reveal clear structural abnormalities underlying the functional abnormalities in the putative VWFA in WRD.

Thalamo-Cortical Connectivity: What Can Diffusion Tractography Tell Us About Reading Difficulties in Children?

Reading is an essential skill in modern society, but many people have deficits in the decoding and word recognition aspects of reading, a difficulty often referred to as dyslexia. The primary focus of neuroimaging studies to date in dyslexia has been on cortical regions; however, subcortical regions may also be important for explaining this disability. Here, we used diffusion tensor imaging to examine the association between thalamo-cortical connectivity and childrens reading ability in 20 children with typically developed reading ability (age range 8-17/10-17 years old from two imaging centers) and 19 children with developmental dyslexia (DYS) (age range 9-17/9-16 years old). To measure thalamo-cortical connections, the structural images were segmented into cortical and subcortical anatomical regions that were used as target and seed regions in the probabilistic tractography analysis. Abnormal thalamic connectivity was found in the dyslexic group in the sensorimotor and lateral prefrontal cortices. These results suggest that the thalamus may play a key role in reading behavior by mediating the functions of task-specific cortical regions; such findings lay the foundation for future studies to investigate further neurobiological anomalies in the development of thalamo-cortical connectivity in DYS.