Psychological Sciences Research Institute (IPSY), Université catholique de Louvain (UCLouvain), 10 bte L3.05.01 Place Cardinal Mercier, 1348, Louvain-la-Neuve, Belgium.
Institute of NeuroScience (IoNS), Université catholique de Louvain (UCLouvain), 53 bte B1.53.04 Avenue Mounier, 1200, Woluwé-Saint-Lambert, Belgium.
Neuropsychologia. 2020 Sep;146:107566. doi: 10.1016/j.neuropsychologia.2020.107566. Epub 2020 Jul 21.
Currently, no study has demonstrated the efficacy of RAN training with both behavioral and brain-imaging evidence. Besides, the brain basis of RAN and its contribution to reading processes are still not well understood. This study aimed to address these gaps with a RAN-objects intervention, administered to children with dyslexia, and assessed by behavioral and brain measures. Trained children (n = 18) were compared to untrained normal-reading children (n = 13) on RAN, reading, and diffusion MRI measures, before and after the intervention. Results showed significant improvements in the trained children in RAN performance and in word reading accuracy. Importantly, gains in RAN observed in the dyslexic group were correlated with increased fractional anisotropy (FA) in the left anterior segment of the arcuate fasciculus (AF), which is primarily known to be involved in articulation and in speech fluency. Our findings open up new perspectives for remediation of dyslexia, and suggest that RAN essentially recruits a brain pathway involved in oral language production and reading.
目前，尚无研究同时提供行为和脑成像证据来证明 RAN 训练的效果。此外，RAN 的大脑基础及其对阅读过程的贡献仍未得到很好的理解。本研究旨在通过 RAN-objects 干预来解决这些空白，该干预针对阅读障碍儿童，并通过行为和大脑测量进行评估。在干预前后，对受过训练的儿童（n=18）和未经训练的正常阅读儿童（n=13）进行 RAN、阅读和弥散 MRI 测量。结果表明，训练组儿童在 RAN 表现和单词阅读准确性方面均有显著提高。重要的是，在阅读障碍组中观察到的 RAN 增益与左弓状束前部（AF）的分数各向异性（FA）增加相关，该区域主要与发音和言语流畅性有关。我们的发现为阅读障碍的矫正开辟了新的视角，并表明 RAN 主要招募了参与口语产生和阅读的大脑通路。
