Skip to main content Accessibility help
×
Home

Temporo-parietal Brain Activity as a Longitudinal Predictor of Response to Educational Interventions among Middle School Struggling Readers

  • Roozbeh Rezaie (a1), Panagiotis G. Simos (a2), Jack M. Fletcher (a3), Paul T. Cirino (a3), Sharon Vaughn (a4) and Andrew C. Papanicolaou (a1)...

Abstract

Spatiotemporal brain activation profiles were obtained from 27 middle school students experiencing difficulties in reading comprehension as well as word-level skills (RD) and 23 age- and IQ-matched non-reading impaired students during performance of an oral pseudoword reading task using Magnetoencephalography (MEG). Based on their scores on standardized reading fluency tests 1 year later, students with RD who showed significant improvement were classified as Adequate Responders (AR) whereas those not demonstrating such gains were classified as Inadequate Responders (IR). At baseline, activation profiles of the AR group featured increased activity in the left supramarginal and angular gyri, as well as in the superior and middle temporal gyri, bilaterally compared to IR. The degree of activity in these regions was a significant predictor of the amount of subsequent gains in reading fluency. These results extend previous functional brain imaging findings of beginning readers, suggesting that recruitment of brain areas that typically serve as key components of the brain circuit for reading is an important factor in determining response to intervention in older struggling readers. (JINS, 2011, 17, 875–885)

Copyright

Corresponding author

Correspondence and reprint requests to: Roozbeh Rezaie, Department of Pediatrics, Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas, 77030 USA. E-mail: roozbeh.rezaie@uth.tmc.edu

References

Hide All
Achenbach, T.M. (1991). Manual for the child behavior checklist/4-18 & 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.
Cao, F., Bitan, T., Booth, J.R. (2008). Effective brain connectivity in children with reading difficulties during phonological processing. Brain and Language, 107, 91101.
Cao, F., Bitan, T., Chou, T.L., Burman, D.D., Booth, J.R. (2006). Deficient orthographic and phonological representations in children with dyslexia revealed by brain activation patterns. Journal of Child Psychology and Psychiatry, 47, 10411050.
Chen, W.J., Faraone, S.V., Biederman, J., Tsuang, M.T. (1994). Diagnostic accuracy of the Child Behavior Checklist scales for attention-deficit hyperactivity disorder: A receiver-operating characteristic analysis. Journal of Consulting and Clinical Psychology, 62, 10171025.
Dale, A.M., Fischl, B., Sereno, M.I. (1999). Cortical surface-based analysis. I. Segmentation and surface reconstruction. Neuroimage, 9, 179194.
Davis, N., Fan, Q., Compton, D.L., Fuchs, D., Fuchs, L.S., Cutting, L.E., Anderson, A.W. (2010). Influences of neural pathway integrity on children's response to reading instruction. Frontiers in Systems Neuroscience, 4, 150.
Démonet, J.F., Taylor, M.J., Chaix, Y. (2004). Developmental dyslexia. Lancet, 363, 14511460.
Desikan, R.S., Ségonne, F., Fischl, B., Quinn, B.T., Dickerson, B.C., Blacker, D., Killiany, R.J. (2006). An automated labeling system for subdividing the human cerebral cortex on MRI scans into gyral based regions of interest. Neuroimage, 31, 968980.
Eden, G.F., Jones, K.M., Cappell, K., Gareau, L., Wood, F.B., Zeffiro, T.A., Flowers, D.L. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron, 44, 411422.
Eden, G.F., Zeffiro, T.A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron, 21, 279282.
Fletcher, J.M., Stuebing, K.K., Barth, A.E., Denton, C.A., Cirino, P.T., Francis, D.J., Vaughn, S.R. (in press) Cognitive correlates of inadequate response to intervention. School Psychology Review.
Gabrieli, J.D. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325, 280283.
Hämäläinen, M.S., Ilmoniemi, R.J. (1994). Interpreting magnetic fields of the brain: Minimum norm estimates. Medical & Biological Engineering & Computing, 32, 3542.
Hampson, M., Tokoglu, F., Sun, Z., Schafer, R.J., Skudlarski, P., Gore, J.C., Constable, R.T. (2006). Connectivity-behavior analysis reveals that functional connectivity between left BA39 and Broca's area varies with reading ability. Neuroimage, 31, 513519.
Hoeft, F., McCandliss, B.D., Black, J.M., Gantman, A., Zakerani, N., Hulme, C., Gabrieli, J.D. (2011). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences (U S A), 108, 361366.
Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J.L., Gabrieli, J.D. (2007). Functional and morphometric brain dissociation between dyslexia and reading ability. Proceedings of the National Academy of Sciences of the United States of America, 104, 42344239.
Hoeft, F., Ueno, T., Reiss, A.L., Meyler, A., Whitfield-Gabrieli, S., Glover, G.H., Gabrieli, J.D. (2007). Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures. Behavioral Neuroscience, 121, 602613.
Horwitz, B., Rumsey, J.M., Donohue, B.C. (1998). Functional connectivity of the angular gyrus in normal reading and dyslexia. Proceedings of the National Academy of Sciences of the United States of America, 95, 89398944.
Jenkins, R., Fuchs, L.S., van den Broek, P., Espin, C., Deno, S.L. (2003). Sources of individual differences in reading comprehension and reading fluency. Educational Psychology, 95, 719729.
Jobard, G., Crivello, F., Tzourio-Mazoyer, N. (2003). Evaluation of the dual route theory of reading: A metanalysis of 35 neuroimaging studies. Neuroimage, 20, 693712.
Kim, Y.S., Petscher, Y., Schatschneider, C., Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102, 652667.
Maisog, J.M., Einbinder, E.R., Flowers, D.L., Turkeltaub, P.E., Eden, G.F. (2008). A meta-analysis of functional neuroimaging studies of dyslexia. Annals of the New York Academy of Sciences, 1145, 237259.
Marinković, K. (2004). Spatiotemporal dynamics of word processing in the human cortex. Neuroscientist, 10, 142152.
Meyler, A., Keller, T.A., Cherkassky, V.L., Gabrieli, J.D., Just, M.A. (2008). Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: A longitudinal study of neuroplasticity. Neuropsychologia, 46, 25802592.
Odegard, T.N., Ring, J., Smith, S., Biggan, J., Black, J. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 114.
Pollonini, L., Paditar, U., Situ, N., Rezaie, R., Papanicolaou, A.C., Zouridakis, G. (2010). Functional connectivity networks in the autistic and healthy brain assessed using granger causality. IEEE Engineering in Medicine and Biology, 2010, 17301733.
Pugh, K.R., Mencl, W.E., Shaywitz, B.A., Shaywitz, S.E., Fulbright, R.K., Constable, R.T., Gore, J.C. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity within posterior cortex. Psychological Science, 11, 5156.
Salmelin, R., Helenius, P., Service, E. (2000). Neurophysiology of fluent and impaired reading: A magnetoencephalographic approach. Journal of Clinical Neurophysiology, 17, 163174.
Schlaggar, B.L., McCandliss, B.D. (2007). Development of neural systems for reading. Annual Review of Neuroscience, 30, 475503.
Shaywitz, B.A., Shaywitz, S.E., Blachman, B.A., Pugh, K.R., Fulbright, R.K., Skudlarski, P., Gore, J.C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926933.
Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencl, W.E., Fulbright, R.K., Skudlarski, P., Gore, J.C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101110.
Shaywitz, S.E., Shaywitz, B.A. (2006). Dyslexia (specific reading disability). Biological Psychiatry, 57, 13011309.
Simos, P.G., Breier, J.I., Fletcher, J.M., Bergman, E., Papanicolaou, A.C. (2000). Cerebral mechanisms involved in word reading in dyslexic children: A magnetic source imaging approach. Cerebral Cortex, 10, 809816.
Simos, P.G., Fletcher, J.M., Bergman, E., Breier, J.I., Foorman, B.R., Castillo, E.M., Papanicolaou, A.C. (2002). Dyslexia-specific brain activation profile become normal following successful remedial training. Neurology, 58, 12031213.
Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Denton, C., Papanicolaou, A.C. (2007). Altering the brain circuits for reading through intervention: A magnetic source imaging study. Neuropsychology, 21, 485496.
Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Francis, D.J., Castillo, E.M., Papanicolaou, A.C. (2005). Early development of neurophysiological processes involved in normal reading and reading disability: A magnetic source imaging study. Neuropsychology, 19, 787798.
Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley-Marshall, R., Denton, C.A., Papanicolaou, A.C. (2007). Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities. Journal of Learning Disabilities, 40, 3748.
Simos, P.G., Rezaie, R., Fletcher, J.M., Juranek, J., Passaro, A.P., Li, Z., Papanicolaou, A.C. (2011). Functional disruption of the brain mechanism for reading: Effects of comorbidity and task difficulty among children with developmental learning problems. Neuropsychology, [Epub ahead of print].
Swanson, J., Schuck, S., Mann, M., Carlson, C., Hartman, K., Sergeant, J., McCleary, R. (2005). Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and the SWAN Ratings Scales. Retrieved from http://www.adhd.net
Temple, E., Deutsch, G.K., Poldrack, R.A., Miller, S.L., Tallal, P., Merzenich, M.M., Gabrieli, J.D. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences of the United States of America, 100, 28602865.
Temple, E., Poldrack, R.A., Salidis, J., Deutsch, G.K., Tallal, P., Merzenich, M.M., Gabrieli, J.D. (2001). Disrupted neural responses to phonological and orthographic processing in dyslexic children: An fMRI study. Neuroreport, 12, 299307.
Torgesen, J.K., Wagner, R., Rashotte, C. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
Tsiaras, V., Simos, P., Rezaie, R., Sheth, B., Garyfallidis, E., Martinez Castillo, E., Papanicolaou, A.C. (2011). Extracting biomarkers of autism from MEG based resting state functional connectivity networks. Computers in Biology and Medicine, [Epub ahead of print].
van der Mark, S., Bucher, K., Maurer, U., Schulz, E., Brem, S., Buckelmuller, J., Brandeis, D. (2009). Children with dyslexia lack multiple specializations along the visual word-form (VWF) system. Neuroimage, 47, 19401949.
Vaughn, S., Cirino, P.T., Wanzek, J., Wexler, J., Fletcher, J.M., Denton, C.A., Francis, D.J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39, 321.
Vaughn, S., Fletcher, J.M. (in press). RTI in secondary schools. Journal of Learning Disabilities.
Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P.T., Fletcher, J., Francis, D. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing, 23, 931956.
Yovanoff, P., Duesbery, L., Alonzo, J., Tindal, G. (2005). Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24, 412.

Keywords

Temporo-parietal Brain Activity as a Longitudinal Predictor of Response to Educational Interventions among Middle School Struggling Readers

  • Roozbeh Rezaie (a1), Panagiotis G. Simos (a2), Jack M. Fletcher (a3), Paul T. Cirino (a3), Sharon Vaughn (a4) and Andrew C. Papanicolaou (a1)...

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed