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Sub-series 1: Angus & Robertson book reviews in bound volumes, 1894-1970

Media, Entertainment and Arts Alliance (Australia) - records of the W.G. Walkley Awards, 1956-1999

Reading disorder (RD) is characterized by deficient phonological processing, but children with RD also have cognitive control deficits, the neural correlates of which are not fully understood. We used fMRI to assess neural activity during the resolution of cognitive conflict on the Simon Spatial Incompatibility task and patterns of resting-state functional connectivity (RSFC) from task control (TC) regions in 7–12-year-old children with RD compared to their typically developing (TD) peers. Relative to TD children (
n
 = 17), those with RD (
n
 = 16) over-engaged a right superior/medial frontal cluster during the resolution of conflict (
p
 = .05). Relative to TD children (
n
 = 18), those with RD (
n
 = 17) also showed reduced RSFC (voxel-wise
p
 < .001; cluster-size
p
 < .05, FDR corrected) from cingulo-opercular seeds to left hemisphere fronto-parietal and temporo-parietal reading-related regions, perhaps reflecting reduced organization of TC circuits and reduced integration with reading-related regions. Children with RD additionally showed reduced RSFC between fronto-parietal and default mode network regions. Follow-up analyses in a subset of children with both useable task and resting state data (RD = 13; TD = 17) revealed that greater conflict-related activation of the right frontal Simon task ROI associated with better word-reading, perhaps suggesting a compensatory role for this over-engagement. Connectivity from fronto-parietal seeds significantly associated with Simon task performance and word-reading accuracy in RD children. These findings suggest that altered functioning and connectivity of control circuits may contribute to cognitive control deficits in children with RD. Future studies should assess the utility of adding cognitive control training to reading remediation programs.

Brain imaging and behavior, 2020-10, Vol.14 (5), p.1531-1542

Neural correlates of cognitive control deficits in children with reading disorder

Nonverbal Learning Disability (NVLD) is characterized by deficits in visual-spatial, but not verbal, reasoning. Nevertheless, the functioning of the neural circuits supporting spatial processing have yet to be assessed in children with NVLD. We compared the resting state functional connectivity of a spatial brain network among children with NVLD, children with reading disorder (RD), and typically developing (TD) children. Seventy-five participants (7–15 years old) were included in the study (20 TD, 24 NVLD, and 31 RD). Group differences in global efficiency and functional connectivity among 12 regions comprising a previously defined spatial network were evaluated. Associations with behavior were explored. Global efficiency of the spatial network associated positively with spatial ability and inversely with socioemotional problems. Within the spatial network, associations between left posterior cingulate (PCC) and right retrosplenial cortical activity were reduced in children with NVLD relative to those without spatial deficits (RD and TD). Connectivity between left PCC and right posterior cerebellum (Crus I and II) was reduced in both groups of children with learning disabilities (NVLD and RD) relative to TD children. Functional connectivity of the spatial network was atypically associated with cognitive and socioemotional performance in children with NVLD. Identifying a neurobiological substrate for NVLD provides evidence that it is a discrete clinical entity and suggests targets for treatment.

Scientific reports, 2020-01, Vol.10 (1), p.561-561, Article 561

Spatial Network Connectivity and Spatial Reasoning Ability in Children with Nonverbal Learning Disability

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Sub-series 1: Angus & Robertson book reviews in bound volumes, 1894-1970

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Media, Entertainment and Arts Alliance (Australia) - records of the W.G. Walkley Awards, 1956-1999

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Neural correlates of cognitive control deficits in children with reading disorder

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Spatial Network Connectivity and Spatial Reasoning Ability in Children with Nonverbal Learning Disability

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