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Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
Published on: October 18, 2018
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Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks.
Nikolay Taran1, Rola Farah1, Carmel Gashri1
1Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel.
Network Neuroscience (Cambridge, Mass.)
|December 25, 2023
Summary
A computerized reading intervention improved reading speed and visual attention in children with dyslexia. This intervention enhanced brain connectivity in regions supporting executive functions (EFs) and visual processing.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Developmental Psychology
Background:
- Dyslexia is a common neurodevelopmental disorder affecting reading abilities.
- Executive functions (EFs) and visual attention are crucial for reading proficiency.
- Targeting underlying cognitive deficits may enhance reading interventions for dyslexia.
Purpose of the Study:
- To investigate the impact of a computerized executive functions (EFs)-based reading intervention on neural circuits.
- To examine changes in brain connectivity related to EFs and visual attention in children with dyslexia.
- To assess the effects of the intervention on reading rate and visual attention.
Main Methods:
- Functional magnetic resonance imaging (fMRI) was used to analyze seed-to-voxel functional connectivity.
- Participants included children with dyslexia and typical readers aged 8-12 years.
- An 8-week EFs-based reading intervention was compared to a math training control group.
Main Results:
- Children with dyslexia showed improved reading rate and visual attention after the EFs-based reading intervention.
- Neuroimaging revealed increased functional connectivity between the cingulo-opercular network and occipital/precentral regions in children with dyslexia.
- Connectivity strength positively correlated with processing speed and visual attention scores.
Conclusions:
- Reading improvement in dyslexia following an EFs-based intervention is associated with neuroplastic changes in brain networks.
- The intervention enhances connectivity in brain areas supporting EFs and visual processing.
- Training foundational cognitive skills like EFs and visual attention is vital for improving reading in dyslexia.
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