Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks.
Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks.
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DOI：
10.1162/netn_a_00335
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发表时间：
2023
影响因子：
4.7
通讯作者：
Horowitz-Kraus, Tzipi
中科院分区：
文献类型：
--
作者：
Taran, Nikolay;Farah, Rola;Gashri, Carmel;Gitman, Ester;Rosch, Keri;Schlaggar, Bradley L.;Horowitz-Kraus, Tzipi
本研究的目的是确定基于计算机执行功能 (EF) 的阅读干预对支持 EF 和视觉注意力的神经回路的影响。在功能磁共振成像阅读流畅性任务期间，针对大规模注意力系统大脑网络进行了种子到体素的功能连接分析。参与者是患有阅读障碍的 8 至 12 岁英语儿童 (n = 43) 和接受基于 EF 的阅读训练 (n = 40) 与数学训练 (n = 39) 的典型读者 (n = 36)。培训时间为8周。经过基于 EF 的阅读干预后，阅读障碍儿童的阅读率和视觉注意力得分均有所提高（与数学干预相比）。从神经生物学角度来看，患有阅读障碍的儿童在扣带盖网络与枕叶和中央前区之间进行干预后，功能连接强度有所增加。值得注意的是，这些大脑区域之间的功能连接指数在前测和后测中都显示出与处理速度和视觉注意力得分呈正相关。结果表明，基于 EF 的阅读干预后的阅读改善涉及与 EF 相关的大脑区域的神经可塑性连接变化以及阅读障碍儿童的初级视觉处理。我们的结果强调需要训练支持阅读的基础认知能力，例如 EF 和视觉注意力，以增强阅读障碍患者的阅读能力。该研究的目的是确定基于计算机执行功能（EF）的阅读干预对行为和神经的影响。共有 79 名有或没有阅读障碍的参与者（8-12 岁，英语）接受了基于 EF 的阅读训练或数学训练。经过基于EF的阅读干预后，阅读障碍儿童的阅读率和视觉注意力得分均有所提高。在扣带-盖骨网络和枕叶区域之间观察到与干预相关的功能磁共振成像功能连接的增加。较高的连接指数与更快的处理速度和视觉注意力有关。阅读能力的提高涉及与 EF 和初级视觉处理相关的大脑区域的神经可塑性连接变化。强调了训练支持阅读障碍的认知能力（例如 EF 和视觉注意力）的重要性。
The aim of this study was to determine the effect of a computerized executive functions (EFs)–based reading intervention on neural circuits supporting EFs and visual attention. Seed-to-voxel functional connectivity analysis was conducted focusing on large-scale attention system brain networks, during an fMRI reading fluency task. Participants were 8- to 12-year-old English-speaking children with dyslexia (n = 43) and typical readers (n = 36) trained on an EFs-based reading training (n = 40) versus math training (n = 39). Training duration was 8 weeks. After the EFs-based reading intervention, children with dyslexia improved their scores in reading rate and visual attention (compared to math intervention). Neurobiologically, children with dyslexia displayed an increase in functional connectivity strength after the intervention between the cingulo-opercular network and occipital and precentral regions. Noteworthy, the functional connectivity indices between these brain regions showed a positive correlation with speed of processing and visual attention scores in both pretest and posttest. The results suggest that reading improvement following an EFs-based reading intervention involves neuroplastic connectivity changes in brain areas related to EFs and primary visual processing in children with dyslexia. Our results highlight the need for training underlying cognitive abilities supporting reading, such as EFs and visual attention, in order to enhance reading abilities in dyslexia. The aim of the study was to determine the behavioral and neural effects of a computerized executive functions (EFs)-based reading intervention. A total of 79 participants (8–12-year-olds, English-speaking) with and without dyslexia trained either on an EFs-based reading training or a math training. After the EFs-based reading intervention, children with dyslexia improved their scores in reading rate and visual attention. Intervention-related increases in fMRI functional connectivity were observed between the cingulo-opercular network and occipital regions. Higher indices of connectivity were related to better speed of processing and visual attention. The reading improvement involved neuroplastic connectivity changes in brain areas related to EFs and primary visual processing. The importance of training the cognitive abilities supporting reading in dyslexia (e.g., EFs and visual attention) is highlighted.
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影响因子：
2.9
作者：
Deschamps, Isabelle;Tremblay, Pascale
通讯作者：
Tremblay, Pascale
影响因子：
2.9
作者：
Cecil KM;Brunst KJ;Horowitz-Kraus T
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影响因子：
16.6
作者：
Breznitz, Zvia;Shaul, Shelley;Karni, Avi
通讯作者：
Karni, Avi
影响因子：
2.5
作者：
Tran SM;McGregor KM;James GA;Gopinath K;Krishnamurthy V;Krishnamurthy LC;Crosson B
通讯作者：
Crosson B
影响因子：
2.6
作者：
Conant LL;Liebenthal E;Desai A;Seidenberg MS;Binder JR
通讯作者：
Binder JR