Farah Rola, Ionta Silvio, Horowitz-Kraus Tzipi
Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel.
Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States.
Front Psychol. 2021 Aug 23;12:708863. doi: 10.3389/fpsyg.2021.708863. eCollection 2021.
Dyslexia is a neurobiological learning disability in the reading domain that has symptoms in early childhood and persists throughout life. Individuals with dyslexia experience difficulties in academia and cognitive and emotional challenges that can affect wellbeing. Early intervention is critical to minimize the long-term difficulties of these individuals. However, the behavioral and neural correlates which predict dyslexia are challenging to depict before reading is acquired. One of the precursors for language and reading acquisition is executive functions (EF). The present review aims to highlight the current atypicality found in individuals with dyslexia in the domain of EF using behavioral measures, brain mapping, functional connectivity, and diffusion tensor imaging along development. Individuals with dyslexia show EF abnormalities in both behavioral and neurobiological domains, starting in early childhood that persist into adulthood. EF impairment precedes reading disability, therefore adding an EF assessment to the neuropsychological testing is recommended for early intervention. EF training should also be considered for the most comprehensive outcomes.
阅读障碍是一种在阅读领域的神经生物学学习障碍，在幼儿期出现症状并持续终生。患有阅读障碍的个体在学业上会遇到困难，同时还面临认知和情感挑战，这些都会影响其幸福感。早期干预对于将这些个体的长期困难降至最低至关重要。然而，在获得阅读能力之前，预测阅读障碍的行为和神经关联很难描述。语言和阅读习得的先兆之一是执行功能（EF）。本综述旨在强调利用行为测量、脑图谱、功能连接和发育过程中的扩散张量成像，目前在阅读障碍个体的执行功能领域发现的非典型性。患有阅读障碍的个体在行为和神经生物学领域均表现出执行功能异常，从幼儿期开始并持续到成年期。执行功能受损先于阅读障碍，因此建议在神经心理学测试中增加执行功能评估以进行早期干预。为了获得最全面的结果，还应考虑进行执行功能训练。
