Dyslexia: Neurocognitive Findings
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1 Dyslexia: Neurocognitive Findings Title Heinz Wimmer University of Salzburg Collaborators: Karin Landerl Heinz Mayringer Martin Kronbichler Jürgen Bergmann Stefan Hawelka Research funded by Austrian Science Foundation
2 Overview Nature of reading impairment Associated cognitive deficits Brain dysfunctions
3 Benni`s reading Meine Schwester hat grüne Augen und braune Haare. Ihr Gesicht ist hübsch. Sie hat rote Wangen. Ich mag sie sehr gerne. Sie hat heute ein Kleid mit roten
4
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6 Pervasive dysfluency (Kronbichler, Hutzler & Wimmer 2002: 13-year-old dyslexic boys) Silent-for meaning Text Words Pseudowords Numberwords (alphabetical) A L O U D Numberwords (digital)
7 Persistence of fluency deficit (Klicpera & Schabmann 1993)
8 Dysfluent reading: Hard to remediate Phonology-based fluncy remediation Thaler, Ebner, Wimmer, & Landerl (2004) treatment group control group reading time (ms) pretest training days posttest 1 posttest 2
9 A closer look at dysfluent reading aloud: Italian Spinelli et al. 2005; Zoccolotti et al
10 English and German reading aloud: 11-year-olds (Ziegler et al., 2002) English German
11 Dutch 11-year-olds: Lexical decision (Martens & de Jong, 2006) Words: Yes Pseudowords: No
12 Reading aloud before and after left occipitotemporal surgery (Gaillard et al., 2006) After Before
13 Dysfluent reading without a spelling problem (Wimmer & Mayringer, 2002) Only Fluency-disabled Rapid picture naming Phonological memory Rhyme detection Only Spelling-disabled Rapid picture naming Phonological memory Rhyme detection Difference to normal readers (percentiles)
14 Other deficits not associated with dysfluent reading Balancing (Raberger & Wimmer, 2003 Visual coherent motion detection (Kronbichler et al. 2002) Visual left-right precedence detection (Hawelka & Wimmer, 2005)
15 Deficits associated with dysfluent reading Visual rapid naming Visual-verbal associations Digit string processing Wimmer (1993) Mayringer & Wimmer (2000) Hawelka & Wimmer (2005)
16 Where in the brain is the fluency deficit (review McCandliss & Noble, 2003)
17 Brain research in Salzburg overview ERP words in rapid sequence reduced negative anticipation wave (Bergmann et al fmri (a) sentence reading reduced activation in left middle occipitotemporal (Kronbichler et al. 2006) (b) word reading (Taxi vs. Taksi) reduced activation in left inferior occipitotemporal (Kronbichler et al., in prep) MRI (voxel based morphometry) reduced gray matter in cerebellum, left & right
18 Reduced left occipitotemporal activation to familiar and unfamiliar words
19 Voxel-based morphometry: Less gray matter volume in cerebellum and left and right and left occipitotemporal Z = -30 Z = -15
20 Reduced left occipitotemporal activation for word and picture naming McCrory, Mechelli, Frith, & Price, C. J. (2005)
21 Abnormal length effect in acquired letter-by-letter reading (Gaillard et al., 2006, Neuron)
22 Dyslexia in regular orthographies Manifestation Main associates ERP fmri Structural MRI slow serial word reading - not errors visual-verbal inefficiency not purely phonological impairments abnormalities in early and late ERP components to visual words left occipito-temporal underactivation to visual words reduced gray matter in cerebellum and left and right occipito-temporal
23 Doubts on English-based conceptions Dominant Explanation WHO (1993) ICD 10: Children with specific reading and spelling problems often exhibit a preceding disorder of speech and language. In other cases, normal language development, but difficulties with processing of auditory stimuli The spelling difficulties reveal errors of phonetic accuracy, and apparently both reading and spelling disorders result in part from difficulties with phonological analysis Stanovich (1994): impaired reading (accuracy) of pseudowords is the most diagnostic symptom of dyslexia
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