Cincinnati Children's Hospital Medical Center, University of Cincinnati, United States; Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Israel.
Cincinnati Children's Hospital Medical Center, University of Cincinnati, United States.
Neuroimage Clin. 2018 Mar 1;18:582-590. doi: 10.1016/j.nicl.2018.02.034. eCollection 2018.
The DSM-5 separates the diagnostic criteria for mood and behavioral disorders. Both types of disorders share neurocognitive deficits of executive function and reading difficulties in childhood. Children with dyslexia also have executive function deficits, revealing a role of executive function circuitry in reading. The aim of the current study is to determine whether there is a significant relationship of functional connectivity within the fronto-parietal and cingulo-opercular cognitive control networks to reading measures for children with mood disorders, behavioral disorders, dyslexia, and healthy controls (HC).
Behavioral reading measures of phonological awareness, decoding, and orthography were collected. Resting state fMRI data were collected, preprocessed, and then analyzed for functional connectivity. Differences in the reading measures were tested for significance among the groups. Global efficiency (GE) measures were also tested for correlation with reading measures in 40 children with various disorders and 17 HCs.
Significant differences were found between the four groups on all reading measures. Relative to HCs and children with mood disorders or behavior disorders, children with dyslexia as a primary diagnosis scored significantly lower on all three reading measures. Children with mood disorders scored significantly lower than controls on a test of phonological awareness. Phonological awareness deficits correlated with reduced resting state functional connectivity MRI (rsfcMRI) in the cingulo-opercular network for children with dyslexia. A significant difference was also found in fronto-parietal global efficiency in children with mood disorders relative to the other three groups. We also found a significant difference in cingulo-opercular global efficiency in children with mood disorders relative to the Dyslexia and Control groups. However, none of these differences correlate significantly with reading measures.
CONCLUSIONS/SIGNIFICANCE: Reading difficulties involve abnormalities in different cognitive control networks in children with dyslexia compared to children with mood disorders. Findings of the current study suggest increased functional connectivity of one cognitive control network may compensate for reduced functional connectivity in the other network in children with mood disorders. These findings provide guidance to clinical professionals for design of interventions tailored for children suffering from reading difficulties originating from different pathologies.
DSM-5 将心境和行为障碍的诊断标准分开。这两种类型的障碍都存在执行功能的神经认知缺陷和儿童时期的阅读困难。诵读困难的儿童也存在执行功能缺陷，这表明执行功能电路在阅读中起作用。本研究的目的是确定心境障碍、行为障碍、诵读困难和健康对照（HC）儿童的额顶和扣带回额皮质认知控制网络内功能连接是否与阅读测量有显著关系。
收集语音意识、解码和正字法的行为阅读测量。收集静息状态 fMRI 数据，进行预处理，然后进行功能连接分析。在各组之间测试阅读测量的差异是否显著。还测试了 40 名患有各种疾病和 17 名 HC 的儿童的全局效率（GE）测量与阅读测量的相关性。
在所有阅读测量中，四组之间存在显著差异。与 HC 和心境障碍或行为障碍儿童相比，主要诊断为诵读困难的儿童在所有三种阅读测量中得分明显较低。心境障碍儿童在语音意识测试中的得分明显低于对照组。诵读困难儿童的语音意识缺陷与扣带回皮质网络的静息状态功能连接磁共振成像（rsfcMRI）减少相关。心境障碍儿童的额顶叶全局效率也与其他三组存在显著差异。我们还发现心境障碍儿童的扣带回皮质全局效率与诵读困难和对照组之间存在显著差异。然而，这些差异都与阅读测量没有显著相关性。
结论/意义：与心境障碍儿童相比，诵读困难儿童的阅读困难涉及不同认知控制网络的异常。本研究的结果表明，心境障碍儿童的一个认知控制网络的功能连接增加可能补偿了另一个网络的功能连接减少。这些发现为临床专业人员设计针对不同病理来源的阅读困难儿童的干预措施提供了指导。
