Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study

The study examined whether individual differences in performance and verbal IQ affect the profiles of reading-related regional brain activation in 127 students experiencing reading difficulties and typical readers. Using magnetoencephalography in a pseudoword read-aloud task, we compared brain activation profiles of students experiencing word-level reading difficulties who did (n = 29) or did not (n = 36) meet the IQ-reading achievement discrepancy criterion. Typical readers assigned to a lower-IQ (n = 18) or a higher IQ (n = 44) subgroup served as controls. Minimum norm estimates of regional cortical activity revealed that the degree of hypoactivation in the left superior temporal and supramarginal gyri in both RD subgroups was not affected by IQ. Moreover, IQ did not moderate the positive association between degree of activation in the left fusiform gyrus and phonological decoding ability. We did find, however, that the hypoactivation of the left pars opercularis in RD was restricted to lower-IQ participants. In accordance with previous morphometric and fMRI studies, degree of activity in inferior frontal, and inferior parietal regions correlated with IQ across reading ability subgroups. Results are consistent with current views questioning the relevance of IQ-discrepancy criteria in the diagnosis of dyslexia.

[1]  John O. Willis,et al.  Wechsler Abbreviated Scale of Intelligence , 2014 .

[2]  Alan C. Evans,et al.  Topological Organization of Functional Brain Networks in Healthy Children: Differences in Relation to Age, Sex, and Intelligence , 2013, PloS one.

[3]  Eraldo Paulesu,et al.  Reading the reading brain: A new meta-analysis of functional imaging data on reading , 2013, Journal of Neurolinguistics.

[4]  Chad E. Forbes,et al.  An integrative architecture for general intelligence and executive function revealed by lesion mapping. , 2012, Brain : a journal of neurology.

[5]  Hiroshi Fukuda,et al.  Correlation among body height, intelligence, and brain gray matter volume in healthy children , 2012, NeuroImage.

[6]  Charles Hulme,et al.  The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ , 2011, Psychological science.

[7]  G. V. Simpson,et al.  Dynamic Activation of Frontal, Parietal, and Sensory Regions Underlying Anticipatory Visual Spatial Attention , 2011, The Journal of Neuroscience.

[8]  Jenifer Juranek,et al.  Functional disruption of the brain mechanism for reading: effects of comorbidity and task difficulty among children with developmental learning problems. , 2011, Neuropsychology.

[9]  Lars T Westlye,et al.  Intellectual abilities and white matter microstructure in development: A diffusion tensor imaging study , 2010, Human brain mapping.

[10]  R. Olson,et al.  Differential Genetic Etiology of Reading Difficulties as a Function of IQ: An Update , 2010, Behavior genetics.

[11]  D Rudrauf,et al.  Distributed neural system for general intelligence revealed by lesion mapping , 2010, Proceedings of the National Academy of Sciences.

[12]  Amy E Barth,et al.  IQ is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation , 2009, Exceptional children.

[13]  Daniel Brandeis,et al.  Children with dyslexia lack multiple specializations along the visual word-form (VWF) system , 2009, NeuroImage.

[14]  Joseph I. Tracy,et al.  A test of the role of the medial temporal lobe in single-word decoding , 2009, NeuroImage.

[15]  Alan C. Evans,et al.  Positive association between cognitive ability and cortical thickness in a representative US sample of healthy 6 to 18 year-olds , 2009, NeuroImage.

[16]  Gian Luca Romani,et al.  Differential patterns of cortical activation as a function of fluid reasoning complexity , 2009, Human brain mapping.

[17]  J. Maisog,et al.  A Meta‐analysis of Functional Neuroimaging Studies of Dyslexia , 2008, Annals of the New York Academy of Sciences.

[18]  Noah A. Shamosh,et al.  Multiple Bases of Human Intelligence Revealed by Cortical Thickness and Neural Activation , 2008, The Journal of Neuroscience.

[19]  Edward H Herskovits,et al.  Neural regions essential for reading and spelling of words and pseudowords , 2007, Annals of neurology.

[20]  Jack M Fletcher,et al.  Altering the brain circuits for reading through intervention: a magnetic source imaging study. , 2007, Neuropsychology.

[21]  John D E Gabrieli,et al.  Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures. , 2007, Behavioral neuroscience.

[22]  J. Gabrieli,et al.  Functional and morphometric brain dissociation between dyslexia and reading ability , 2007, Proceedings of the National Academy of Sciences.

[23]  J. Fletcher.  Learning Disabilities : From Identification to Intervention , 2006 .

[24]  D. Burman,et al.  Deficient orthographic and phonological representations in children with dyslexia revealed by brain activation patterns. , 2006, Journal of child psychology and psychiatry, and allied disciplines.

[25]  Alan C. Evans,et al.  Intellectual ability and cortical development in children and adolescents , 2006, Nature.

[26]  Steve Majerus,et al.  Modulation of brain activity during phonological familiarization , 2005, Brain and Language.

[27]  Andrea Mechelli,et al.  More than words: a common neural basis for reading and naming deficits in developmental dyslexia? , 2004, Brain : a journal of neurology.

[28]  Jean-François Démonet,et al.  Intra-operative mapping of cortical areas involved in reading in mono- and bilingual patients. , 2004, Brain : a journal of neurology.

[29]  Andrew R. A. Conway,et al.  Working memory capacity and its relation to general intelligence , 2003, Trends in Cognitive Sciences.

[30]  D. LeBihan,et al.  Phonological Grammar Shapes the Auditory Cortex: A Functional Magnetic Resonance Imaging Study , 2003, The Journal of Neuroscience.

[31]  G Jobard,et al.  Evaluation of the dual route theory of reading: a metanalysis of 35 neuroimaging studies , 2003, NeuroImage.

[32]  Lutz Tellmann,et al.  Lexical decision of nonwords and pseudowords in humans: a positron emission tomography study , 2003, Neuroscience Letters.

[33]  Joel R. Meyer,et al.  Relation between brain activation and lexical performance , 2003, Human brain mapping.

[34]  Bruce D. McCandliss,et al.  The visual word form area: expertise for reading in the fusiform gyrus , 2003, Trends in Cognitive Sciences.

[35]  John C Gore,et al.  Neural systems for compensation and persistence: young adult outcome of childhood reading disability , 2003, Biological Psychiatry.

[36]  Robert D Abbott,et al.  Reproducibility of proton MR spectroscopic imaging (PEPSI): comparison of dyslexic and normal-reading children and effects of treatment on brain lactate levels during language tasks. , 2002, AJNR. American journal of neuroradiology.

[37]  P. Skudlarski,et al.  Disruption of posterior brain systems for reading in children with developmental dyslexia , 2002, Biological Psychiatry.

[38]  Jack M. Fletcher,et al.  Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis , 2002 .

[39]  James K. Kroger,et al.  Recruitment of anterior dorsolateral prefrontal cortex in human reasoning: a parametric study of relational complexity. , 2002, Cerebral cortex.

[40]  G Eden,et al.  The Neurobiological Basis of Reading , 2001, Journal of learning disabilities.

[41]  R. Hari,et al.  Coinciding early activation of the human primary visual cortex and anteromedial cuneus , 2001, Proceedings of the National Academy of Sciences of the United States of America.

[42]  R. Poldrack,et al.  Disrupted neural responses to phonological and orthographic processing in dyslexic children: an fMRI study , 2001, Neuroreport.

[43]  S. Scott,et al.  Identification of a pathway for intelligible speech in the left temporal lobe. , 2000, Brain : a journal of neurology.

[44]  Frank R. Vellutino,et al.  Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers , 2000, Journal of learning disabilities.

[45]  H. Lee Swanson,et al.  Cognitive Processing of Low Achievers and Children with Reading Disabilities: A Selective Meta-Analytic Review of the Published Literature , 2000 .

[46]  A. Liberman,et al.  The Angular Gyrus in Developmental Dyslexia: Task-Specific Differences in Functional Connectivity Within Posterior Cortex , 2000, Psychological science.

[47]  R. Salmelin,et al.  Dynamics of letter string perception in the human occipitotemporal cortex. , 1999, Brain : a journal of neurology.

[48]  Anders M. Dale,et al.  Cortical Surface-Based Analysis I. Segmentation and Surface Reconstruction , 1999, NeuroImage.

[49]  L. Katz,et al.  Subtypes of reading disability: Variability around a phonological core. , 1998 .

[50]  Guinevere F. Eden,et al.  Neural Systems Affected in Developmental Dyslexia Revealed by Functional Neuroimaging , 1998, Neuron.

[51]  G. di Chiro,et al.  Reproducibility of proton MR spectroscopic imaging findings. , 1996, AJNR. American journal of neuroradiology.

[52]  N Makris,et al.  Analysis of lesions by MRI in stroke patients with acoustic‐phonetic processing deficits , 1995, Neurology.

[53]  Joseph Biederman,et al.  Diagnostic accuracy of the Child Behavior Checklist scales for attention-deficit hyperactivity disorder: a receiver-operating characteristic analysis. , 1994, Journal of consulting and clinical psychology.

[54]  Anne E. Fowler,et al.  Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. , 1994 .

[55]  T. Achenbach.  Manual for the child behavior checklist/4-18 and 1991 profile , 1991 .

[56]  M. Beauvois,et al.  Phonological alexia: three dissociations. , 1979, Journal of neurology, neurosurgery, and psychiatry.

[57]  M. Rutter,et al.  The concept of specific reading retardation. , 1975, Journal of child psychology and psychiatry, and allied disciplines.

[58]  Gregory J. H. Colflesh,et al.  New rule use drives the relation between working memory capacity and Raven's Advanced Progressive Matrices. , 2011, Journal of experimental psychology. Learning, memory, and cognition.

[59]  Barbara J. Wendling,et al.  Woodcock-Johnson III Tests of Achievement. , 2009 .

[60]  Karama S,et al.  Positive association between cognitive ability and cortical thickness in a representative US sample of healthy 6 to 18 year-olds , 2009, NeuroImage.

[61]  R. Ilmoniemi,et al.  Interpreting magnetic fields of the brain: minimum norm estimates , 2006, Medical and Biological Engineering and Computing.

[62]  K. Sundet,et al.  PSYCHOMETRIC PROPERTIES OF A NORWEGIAN RESEARCH VERSION OF THE 'WECHSLER ABBREVIATED SCALE OF INTELLIGENCE' (WASI) , 2001 .

[63]  Jack M. Fletcher,et al.  Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis. , 1996 .

[64]  K. Stanovich,et al.  Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. , 1994 .