Abnormal structural and functional brain connectivity in gray matter heterotopia

available in PMC 2013 June 01Purpose:  Periventricular nodular heterotopia (PNH) is a malformation of cortical development associated with epilepsy and dyslexia. Evidence suggests that heterotopic gray matter can be functional in brain malformations and that connectivity abnormalities may be important in these disorders. We hypothesized that nodular heterotopia develop abnormal connections and systematically investigated the structural and functional connectivity of heterotopia in patients with PNH. Methods:  Eleven patients were studied using diffusion tensor tractography and resting-state functional connectivity MRI with bold oxygenation level–dependent (BOLD) imaging. Fiber tracks with a terminus within heterotopic nodules were visualized to determine structural connectivity, and brain regions demonstrating resting-state functional correlations to heterotopic nodules were analyzed. Relationships between these connectivity results and measures of clinical epilepsy and cognitive disability were examined. Key Findings:  A majority of heterotopia (69%) showed structural connectivity to discrete regions of overlying cortex, and almost all (96%) showed functional connectivity to these regions (mean peak correlation coefficient 0.61). Heterotopia also demonstrated connectivity to regions of contralateral cortex, other heterotopic nodules, ipsilateral but nonoverlying cortex, and deep gray matter structures or the cerebellum. Patients with the longest durations of epilepsy had a higher degree of abnormal functional connectivity (p = 0.036). Significance:  Most heterotopic nodules in PNH are structurally and functionally connected to overlying cortex, and the strength of abnormal connectivity is higher among patients with the longest duration of epilepsy. Along with prior evidence that cortico-cortical tract defects underlie dyslexia in this disorder, the current findings suggest that altered connectivity is likely a critical substrate for neurologic dysfunction in brain malformations.National Institutes of Health (U.S.) (NIH/NINDS R01 NS073601)National Institutes of Health (U.S.) (NIH/NINDS K23 NS049159)Epilepsy Foundation of AmericaHarvard University (William F. Milton Fund

Neurochemistry Predicts Convergence of Written and Spoken Language: A Proton Magnetic Resonance Spectroscopy Study of Cross-Modal Language Integration

Recent studies have provided evidence of associations between neurochemistry and reading (dis)ability (Pugh et al., 2014). Based on a long history of studies indicating that fluent reading entails the automatic convergence of the written and spoken forms of language and our recently proposed Neural Noise Hypothesis (Hancock et al., 2017), we hypothesized that individual differences in cross-modal integration would mediate, at least partially, the relationship between neurochemical concentrations and reading. Cross-modal integration was measured in 231 children using a two-alternative forced choice cross-modal matching task with three language conditions (letters, words, and pseudowords) and two levels of difficulty within each language condition. Neurometabolite concentrations of Choline (Cho), Glutamate (Glu), gamma-Aminobutyric (GABA), and N- acetyl-aspartate (NAA) were then measured in a subset of this sample (n = 70) with Magnetic Resonance Spectroscopy (MRS). A structural equation mediation model revealed that the effect of cross-modal word matching mediated the relationship between increased Glu (which has been proposed to be an index of neural noise) and poorer reading ability. In addition, the effect of cross-modal word matching fully mediated a relationship between increased Cho and poorer reading ability. Multilevel mixed effects models confirmed that lower Cho predicted faster cross-modal matching reaction time, specifically in the hard word condition. These Cho findings are consistent with previous work in both adults and children showing a negative association between Cho and reading ability. We also found two novel neurochemical relationships. Specifically, lower GABA and higher NAA predicted faster cross-modal matching reaction times. We interpret these results within a biochemical framework in which the ability of neurochemistry to predict reading ability may at least partially be explained by cross-modal integration

The Hyperplasticity Hypothesis: Speech Encoding and Plasticity in Typical and Dyslexic Readers

Dyslexia is a prevalent developmental disorder that culminates in a reading impairment. Individuals with dyslexia fail to learn to read at grade level despite intelligence, motivation, adequate instruction, and regardless of socioeconomic status. There are many theories of dyslexia focused on impairments in vision, cerebellar function, sensory function, and deficits in automatization; notably the vast majority of dyslexia theories are focused on impairments in the use or access to phonological information. This dissertation focused on the role of auditory perception in adults with dyslexia. Theories of auditory impairment in dyslexia attempt to explain the results of static speech perception tasks. However, the adult perceptual system is dynamic: it must be flexible enough to handle variability from different talkers or accented speech, yet remain inflexible enough to segregate native speech from acoustic noise. The hyperplasticity hypothesis proposes that individuals with dyslexia have heighted auditory plasticity. The dyslexic auditory system reorganizes to a greater extent than a typical auditory system to accommodate auditory information. To test the theory of hyperplasticity in dyslexia, a dynamic speech perception paradigm was employed, namely the perceptual learning for speech task. Three overarching questions are addressed in this dissertation. First, how do individuals with dyslexia perform on a dynamic speech perception task? The hyperplasticity hypothesis predicted that dyslexics’ response to idiosyncratic speech stimuli would be excessively plastic, showing an increased acceptance of phonetic variation. Second, how does the auditory system of individuals with dyslexia adapt to accommodate a new variation in speech production (e.g. accent)? An electrophysiological measure, the complex Auditory Brainstem Responses (cABR) was used to predict outcome on the perceptual learning for speech experiment. Finally a byproduct of collecting the cABR was pre-exposure to the phonetic categorization tokens at the midpoint and endpoints. Therefore, it was crucial to ask: How does exposure alter the results of dynamic speech perception? Taken together, results of these experiments support the view that the auditory system of individuals with dyslexia may be hyperplastic, which could lead to pervasive differences in the way these individuals process speech

Activations for Fast > Medium > Slow contrasts for Typical Readers.

<p><i>p</i><.001, cluster level FDR corrected (T = 3.50); ET  = 10. N/A  =  Not applicable. L. =  Left hemisphere. R. =  Right hemisphere. Coordinates reported in Talairach space.</p

Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers

Reading disability is a brain-based difficulty in acquiring fluent reading skills that affects significant numbers of children. Although neuroanatomical and neurofunctional networks involved in typical and atypical reading are increasingly well characterized, the underlying neurochemical bases of individual differences in reading development are virtually unknown. The current study is the first to examine neurochemistry in children during the critical period in which the neurocircuits that support skilled reading are still developing. In a longitudinal pediatric sample of emergent readers whose reading indicators range on a continuum from impaired to superior, we examined the relationship between individual differences in reading and reading-related skills and concentrations of neurometabolites measured using magnetic resonance spectroscopy. Both continuous and group analyses revealed that choline and glutamate concentrations were negatively correlated with reading and related linguistic measures in phonology and vocabulary (such that higher concentrations were associated with poorer performance). Correlations with behavioral scores obtained 24 months later reveal stability for the relationship between glutamate and reading performance. Implications for neurodevelopmental models of reading and reading disability are discussed, including possible links of choline and glutamate to white matter anomalies and hyperexcitability. These findings point to new directions for research on gene-brain-behavior pathways in human studies of reading disability

Glutamate and choline levels predict individual differences in reading ability in emergent readers.

Reading disability is a brain-based difficulty in acquiring fluent reading skills that affects significant numbers of children. Although neuroanatomical and neurofunctional networks involved in typical and atypical reading are increasingly well characterized, the underlying neurochemical bases of individual differences in reading development are virtually unknown. The current study is the first to examine neurochemistry in children during the critical period in which the neurocircuits that support skilled reading are still developing. In a longitudinal pediatric sample of emergent readers whose reading indicators range on a continuum from impaired to superior, we examined the relationship between individual differences in reading and reading-related skills and concentrations of neurometabolites measured using magnetic resonance spectroscopy. Both continuous and group analyses revealed that choline and glutamate concentrations were negatively correlated with reading and related linguistic measures in phonology and vocabulary (such that higher concentrations were associated with poorer performance). Correlations with behavioral scores obtained 24 months later reveal stability for the relationship between glutamate and reading performance. Implications for neurodevelopmental models of reading and reading disability are discussed, including possible links of choline and glutamate to white matter anomalies and hyperexcitability. These findings point to new directions for research on gene-brain-behavior pathways in human studies of reading disability