Functional magnetic resonance imaging sequential-finger movement activation differentiating good and poor writers

Good and poor fifth-grade writers differed, after controlling for multiple comparisons, in 42 brain regions on group maps and then individual brain analyses for functional magnetic resonance imaging (fMRI) contrast between tapping adjacent fingers sequentially and same finger repeatedly. Of these, 11 regions were correlated with both handwriting and spelling (transcription). Gender differences on the fMRI contrast, with girls more activated, occurred only in left superior parietal, which was correlated with handwriting and spelling. Significance of serial organization of fingers for handwriting and spelling is discussed.

[1]  Bruce A. Crum.  Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition , 2006 .

[2]  S. Petersen,et al.  Changes in brain activity during motor learning measured with PET: effects of hand of performance and practice. , 1998, Journal of neurophysiology.

[3]  Stephen M. Smith,et al.  Probabilistic independent component analysis for functional magnetic resonance imaging , 2004, IEEE Transactions on Medical Imaging.

[4]  V. Berninger,et al.  RELATIONSHIP OF FINGER FUNCTION TO BEGINNING WRITING: APPLICATION TO DIAGNOSIS OF WRITING DISABILITIES , 1992, Developmental medicine and child neurology.

[5]  Virginia W. Berninger,et al.  fMRI activation differences between 11-year-old good and poor spellers' access in working memory to temporary and long-term orthographic representations , 2009, Journal of Neurolinguistics.

[6]  R. Abbott,et al.  Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. , 1993 .

[7]  Virginia W. Berninger,et al.  Brain literacy for educators and psychologists , 2002 .

[8]  Virginia W. Berninger,et al.  Gender differences in orthographic, verbal, and compositional fluency: Implications for assessing writing disabilities in primary grade children , 1992 .

[9]  N. Ann Chenoweth,et al.  Is Working Memory Involved in the Transcribing and Editing of Texts? , 2006 .

[10]  Virginia W. Berninger,et al.  Development of Language by Hand and Its Connections with Language by Ear, Mouth, and Eye , 2000 .

[11]  A. Damasio,et al.  Troubled letters but not numbers. Domain specific cognitive impairments following focal damage in frontal cortex. , 1990, Brain : a journal of neurology.

[12]  M. Denckla.  Development of Speed in Repetitive and Successive Finger‐movements in Normal Children , 1973, Developmental medicine and child neurology.

[13]  Mark W. Woolrich,et al.  Advances in functional and structural MR image analysis and implementation as FSL , 2004, NeuroImage.

[14]  K. Lashley.  The problem of serial order in behavior , 1951 .

[15]  Hayes.  identifying the organization of wi iiing processes , 1980 .

[16]  John O. Willis,et al.  Process Assessment of the Learner–Test Battery for Reading and Writing , 2008 .

[17]  D. R. Smith,et al.  CHAPTER 6 – Wechsler Individual Achievement Test , 2001 .

[18]  Stephen M. Smith,et al.  A global optimisation method for robust affine registration of brain images , 2001, Medical Image Anal..

[19]  Denis Alamargot,et al.  Through the Models of Writing , 2001 .

[20]  James J. Pekar,et al.  Atypical Motor and Sensory Cortex Activation in Attention-Deficit/Hyperactivity Disorder: A Functional Magnetic Resonance Imaging Study of Simple Sequential Finger Tapping , 2006, Biological Psychiatry.

[21]  S. Strother,et al.  Reproducibility of BOLD‐based functional MRI obtained at 4 T , 1999, Human brain mapping.

[22]  Alan C. Evans,et al.  A Three-Dimensional Statistical Analysis for CBF Activation Studies in Human Brain , 1992, Journal of cerebral blood flow and metabolism : official journal of the International Society of Cerebral Blood Flow and Metabolism.

[23]  M. Sugishita,et al.  A functional MRI study on the neural substrates for writing , 2001, Human brain mapping.

[24]  David Ferrier.  Untersuchungen über die Localisation der Functionen in der Grosshirnrinde des Menschen , 1882, Nature.

[25]  Alvin M. Liberman,et al.  The Reading Researcher and the Reading Teacher Need the Right Theory of Speech. , 1999 .

[26]  Stephen M Smith,et al.  Fast robust automated brain extraction , 2002, Human brain mapping.

[27]  Jean-Luc Velay,et al.  Visual presentation of single letters activates a premotor area involved in writing , 2003, NeuroImage.

[28]  L. Vignolo,et al.  Dissociated disorders of speaking and writing in aphasia. , 1978, Journal of neurology, neurosurgery, and psychiatry.

[29]  Feyisa Demie.  Ethnic and gender differences in educational achievement and implications for school improvement strategies , 2001 .

[30]  E. Wijsman,et al.  Writing problems in developmental dyslexia: under-recognized and under-treated. , 2008, Journal of school psychology.

[31]  W. Nagy,et al.  Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics , 2006, Journal of Neurolinguistics.

[32]  Stephen M. Smith,et al.  Temporal Autocorrelation in Univariate Linear Modeling of FMRI Data , 2001, NeuroImage.

[33]  Tali Bitan,et al.  Neural correlates of mapping from phonology to orthography in children performing an auditory spelling task. , 2007, Developmental science.

[34]  Virginia W. Berninger,et al.  Developmental skills related to writing and reading acquisition in the intermediate grades , 1994 .

[35]  Cheryl M. Yates,et al.  Lower-level developmental skills in beginning writing , 1992 .

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

[37]  K. James,et al.  Letter processing automatically recruits a sensory–motor brain network , 2006, Neuropsychologia.

[38]  H. D. Hoover,et al.  Sex Differences in Educational Achievement: A Longitudinal Study , 1987 .

[39]  Stephen M. Smith,et al.  General multilevel linear modeling for group analysis in FMRI , 2003, NeuroImage.

[40]  Diane L. Coalson,et al.  WAIS-IV clinical use and interpretation , 2010 .

[41]  P. Wolff,et al.  ASSOCIATED MOVEMENTS AS A MEASURE OF DEVELOPMENTAL AGE , 1983, Developmental medicine and child neurology.

[42]  Toshio Inui,et al.  Visual language and handwriting movement: functional magnetic resonance imaging at 3 tesla during generation of ideographic characters , 2001, Brain Research Bulletin.

[43]  C. Blakemore.  The Working Brain , 1972, Nature.

[44]  Michael Brady,et al.  Improved Optimization for the Robust and Accurate Linear Registration and Motion Correction of Brain Images , 2002, NeuroImage.

[45]  D. Dewey,et al.  Developmental motor disorders: A neuropsychological perspective. , 2004 .

[46]  V. Berninger,et al.  Research-supported differential diagnosis of specific learning disabilities , 2005 .

[47]  E A Disbrow,et al.  Quantification and reproducibility of tracking cortical extent of activation by use of functional MR imaging and magnetoencephalography. , 2000, AJNR. American journal of neuroradiology.