PDF(Pubmed)
Abstract：
Dyslexia is a specific learning disability that is neurobiological in origin and is characterized by reading and/or spelling problems affecting the development of language-related skills. The aim of this study is to reveal functional markers based on dyslexia by examining the functions of brain regions in resting state and reading tasks and to analyze the effects of special education given during the treatment process of dyslexia. A total of 43 children, aged between 7 and 12, whose native language was Turkish, participated in the study in three groups including those diagnosed with dyslexia for the first time, those receiving special education for dyslexia, and healthy children. Independent component analysis method was employed to analyze functional connectivity variations among three groups both at rest and during the continuous reading task. A whole-brain scanning during task fulfillment and resting states revealed that there were significant differences in the regions including lateral visual, default mode, left frontoparietal, ventral attention, orbitofrontal and lateral motor network. Our results revealed the necessity of adding motor coordination exercises to the training of dyslexic participants and showed that training led to functional connectivity in some brain regions similar to the healthy group. Additionally, our findings confirmed that impulsivity is associated with motor coordination and visuality, and that the dyslexic group has weaknesses in brain connectivity related to these conditions. According to our preliminary results, the differences obtained between children with dyslexia, group of dyslexia with special education and healthy children has revealed the effect of education on brain functions as well as enabling a comprehensive examination of dyslexia.
摘要：
阅读障碍是一种特殊的学习障碍，起源于神经生物学，其特征是阅读和/或拼写问题会影响语言相关技能的发展。这项研究的目的是通过检查静息状态和阅读任务中大脑区域的功能来揭示基于阅读障碍的功能标记，并分析在阅读障碍治疗过程中给予特殊教育的效果。一共有43个孩子,7至12岁，母语是土耳其语，参加了三组的研究，包括那些首次诊断为阅读障碍的人，那些接受阅读障碍特殊教育的人，和健康的孩子。采用独立成分分析方法分析休息和连续阅读任务期间三组之间的功能连通性变化。在任务完成和静息状态下进行的全脑扫描显示，包括横向视觉在内的区域存在显着差异，默认模式,左额顶,腹侧注意力,眶额和侧向运动网。我们的结果揭示了在阅读障碍参与者的训练中增加运动协调练习的必要性，并表明训练导致了与健康组相似的某些大脑区域的功能连接。此外,我们的发现证实了冲动与运动协调和视觉有关，阅读障碍组的大脑连通性与这些疾病有关。根据我们的初步结果,阅读困难儿童之间的差异，有特殊教育和健康儿童的阅读障碍组揭示了教育对大脑功能的影响，以及使阅读障碍的全面检查。
