Developmental dyslexia in Chinese and English populations: dissociating the effect of dyslexia from language differences

Previous neuroimaging studies have suggested that developmental dyslexia has a different neural basis in Chinese and English populations because of known differences in the processing demands of the Chinese and English writing systems. Here, using functional magnetic resonance imaging, we provide the first direct statistically based investigation into how the effect of dyslexia on brain activation is influenced by the Chinese and English writing systems. Brain activation for semantic decisions on written words was compared in English dyslexics, Chinese dyslexics, English normal readers and Chinese normal readers, while controlling for all other experimental parameters. By investigating the effects of dyslexia and language in one study, we show common activation in Chinese and English dyslexics despite different activation in Chinese versus English normal readers. The effect of dyslexia in both languages was observed as less than normal activation in the left angular gyrus and in left middle frontal, posterior temporal and occipitotemporal regions. Differences in Chinese and English normal reading were observed as increased activation for Chinese relative to English in the left inferior frontal sulcus; and increased activation for English relative to Chinese in the left posterior superior temporal sulcus. These cultural differences were not observed in dyslexics who activated both left inferior frontal sulcus and left posterior superior temporal sulcus, consistent with the use of culturally independent strategies when reading is less efficient. By dissociating the effect of dyslexia from differences in Chinese and English normal reading, our results reconcile brain activation results with a substantial body of behavioural studies showing commonalities in the cognitive manifestation of dyslexia in Chinese and English populations. They also demonstrate the influence of cognitive ability and learning environment on a common neural system for reading

Differences in Brain Function and Changes with Intervention in Children with Poor Spelling and Reading Abilities

Previous fMRI studies in English-speaking samples suggested that specific interventions may alter brain function in language-relevant networks in children with reading and spelling difficulties, but this research strongly focused on reading impaired individuals. Only few studies so far investigated characteristics of brain activation associated with poor spelling ability and whether a specific spelling intervention may also be associated with distinct changes in brain activity patterns. We here investigated such effects of a morpheme-based spelling intervention on brain function in 20 children with comparatively poor spelling and reading abilities using repeated fMRI. Relative to 10 matched controls, children with comparatively poor spelling and reading abilities showed increased activation in frontal medial and right hemispheric regions and decreased activation in left occipito-temporal regions prior to the intervention, during processing of a lexical decision task. After five weeks of intervention, spelling and reading comprehension significantly improved in the training group, along with increased activation in the left temporal, parahippocampal and hippocampal regions. Conversely, the waiting group showed increases in right posterior regions. Our findings could indicate an increased left temporal activation associated with the recollection of the new learnt morpheme-based strategy related to successful training

Remediation of fluency: Word specific or generalised training effects?

The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects. © Springer 2006

The effect of dantrolene sodium in relation to blood levels in spastic patients after prolonged administration.

In 25 patients with spasticity, pharmacokinetics and effects of dantrolene sodium were investigated after prolonged administration. A beneficial effect occurred in seven patients. The results were better on 100 mg daily than on a higher daily dose. An increase of the daily dose from 200 to 400 mg was not associated with higher blood levels. Many side effects were noted such as: anorexia, nausea, drowsiness, depression and muscle weakness. From this study we conclude that dantrolene sodium is a muscle relaxant with a weak to moderate effect in patients with spasticity; the effect at doses higher than 200 mg daily is probably poor

Children’s Books Lack Nature References, Study Suggests

Georgia Southern University faculty member Nathan S. Palmer co-authored. The Human-Environment Dialog in Award-Winning Children\u27s Picture Books. The journal article was referenced in the Huffington Post article Children\u27s Books Lack Nature References, Study Suggests.DOI: 10.1111/j.1475-682X.2011.00399.xhttps://digitalcommons.georgiasouthern.edu/soc-anth-facmedia/1006/thumbnail.jp

Children’s Books Lose Touch With Nature

Georgia Southern University faculty member Nathan S. Palmer co-authored. The Human-Environment Dialog in Award-Winning Children\u27s Picture Books. The journal article was referenced in the New York Times Motherlode section for the article Children\u27s Books Lose Touch with Nature. DOI:10.1111/j.1475-682X.2011.00399https://digitalcommons.georgiasouthern.edu/soc-anth-facmedia/1004/thumbnail.jp