A semantic strength and neural correlates in developmental dyslexia
Sladjana Lukic1,2,3, Fei Jiang4, Maria Luisa Mandelli1,2
1Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States.
Frontiers in Psychology
|February 19, 2025
Summary
Some children with dyslexia show strengths in semantic fluency, a language skill. This subgroup exhibits distinct brain network activity and psycholinguistic patterns, suggesting potential for targeted reading interventions.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Developmental Psychology
Background:
- Dyslexia research traditionally focuses on reading and phonological deficits.
- Cognitive strengths in individuals with dyslexia remain underexplored.
- Semantic fluency may represent a potential cognitive strength in dyslexia.
Purpose of the Study:
- To investigate semantic fluency as a cognitive strength in children with dyslexia.
- To identify psycholinguistic patterns and brain network differences associated with high semantic fluency in this population.
- To explore the implications of these findings for understanding inter-individual differences in dyslexia.
Main Methods:
- Ninety-seven children with dyslexia (aged 8-13) underwent verbal fluency, reading, and cognitive assessments.
- Resting-state functional magnetic resonance imaging (rs-fMRI) was used to analyze brain connectivity.
- Participants were categorized into high or average semantic fluency groups based on residual scores after controlling for letter fluency.
Main Results:
- The high semantic fluency group demonstrated distinct psycholinguistic patterns, including more words per cluster and more switches.
- Differential dynamic rs-fMRI connectivity was observed in a bilateral frontal-temporal-occipital network between the groups.
- The high semantic fluency group exhibited shorter average dwell times and more brain state switches in this network.
Conclusions:
- A subgroup of children with dyslexia exhibits above-average semantic fluency.
- This strength is associated with unique psycholinguistic strategies and distinct resting-state brain network dynamics.
- Identifying such cognitive strengths can inform tailored reading interventions for dyslexia.
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