The Use of Neuronal Response Signals as Early Biomarkers of Dyslexia

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2022-10-24 DOI:10.1007/s41252-022-00297-z

Andres Carrasco, Kelly D. Carrasco

{"title":"The Use of Neuronal Response Signals as Early Biomarkers of Dyslexia","authors":"Andres Carrasco, Kelly D. Carrasco","doi":"10.1007/s41252-022-00297-z","DOIUrl":null,"url":null,"abstract":"<div><h2>Abstract\n</h2><div><h3>Objectives</h3><p>Brain imaging techniques have broadened our understanding of structural and functional properties of neuronal networks in children with developmental disabilities. The present work examines current models of neuronal response properties implicated in dyslexia and reading difficulties.</p><h3>Methods</h3><p>This review analyzes the use of functional techniques (fMRI and EEG) employed in the assessment of neuronal markers associated with reading ability.</p><h3>Results</h3><p>Neuro-imaging studies have provided evidence of neuronal networks involved in the emergence of reading fluency. Using this information, it is now possible to employ physiological assessments in the screening of reading ability before behavioral evaluations can be conducted.</p><h3>Conclusions</h3><p>Analyses of neuro-imaging studies show that abnormal neuronal activation in specific brain areas can be used to help identify reading impairments in children. These neuronal assessments permit earlier identification of dyslexia than those requiring behavioral assessments.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00297-z.pdf","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Neurodevelopmental Disorders","FirstCategoryId":"1085","ListUrlMain":"https://link.springer.com/article/10.1007/s41252-022-00297-z","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 2

Abstract

Objectives

Brain imaging techniques have broadened our understanding of structural and functional properties of neuronal networks in children with developmental disabilities. The present work examines current models of neuronal response properties implicated in dyslexia and reading difficulties.

Methods

This review analyzes the use of functional techniques (fMRI and EEG) employed in the assessment of neuronal markers associated with reading ability.

Results

Neuro-imaging studies have provided evidence of neuronal networks involved in the emergence of reading fluency. Using this information, it is now possible to employ physiological assessments in the screening of reading ability before behavioral evaluations can be conducted.

Conclusions

Analyses of neuro-imaging studies show that abnormal neuronal activation in specific brain areas can be used to help identify reading impairments in children. These neuronal assessments permit earlier identification of dyslexia than those requiring behavioral assessments.

查看原文本刊更多论文

神经元反应信号作为阅读障碍早期生物标志物的应用

摘要目的脑成像技术拓宽了我们对发育障碍儿童神经网络结构和功能特性的理解。目前的工作考察了与阅读障碍和阅读困难有关的神经元反应特性的当前模型。方法分析功能性技术（fMRI和EEG）在评估与阅读能力相关的神经元标志物中的应用。结果神经影像学研究提供了神经元网络参与阅读流利性出现的证据。利用这些信息，现在可以在进行行为评估之前，在阅读能力的筛选中使用生理评估。结论神经影像学研究的分析表明，大脑特定区域的异常神经元激活可以帮助识别儿童的阅读障碍。这些神经元评估可以比那些需要行为评估的更早地识别阅读障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.