| Title |
Mathematical abilities in dyslexic children: a diffusion tensor imaging study
|
|---|---|
| Published in |
Brain Imaging and Behavior, August 2015
|
| DOI | 10.1007/s11682-015-9436-y |
| Pubmed ID | |
| Authors |
Inga K. Koerte, Anna Willems, Marc Muehlmann, Kristina Moll, Sonia Cornell, Silvia Pixner, Denise Steffinger, Daniel Keeser, Florian Heinen, Marek Kubicki, Martha E. Shenton, Birgit Ertl-Wagner, Gerd Schulte-Körne |
| Abstract |
Dyslexia is characterized by a deficit in language processing which mainly affects word decoding and spelling skills. In addition, children with dyslexia also show problems in mathematics. However, for the latter, the underlying structural correlates have not been investigated. Sixteen children with dyslexia (mean age 9.8 years [0.39]) and 24 typically developing children (mean age 9.9 years [0.29]) group matched for age, gender, IQ, and handedness underwent 3 T MR diffusion tensor imaging as well as cognitive testing. Tract-Based Spatial Statistics were performed to correlate behavioral data with diffusion data. Children with dyslexia performed worse than controls in standardized verbal number tasks, such as arithmetic efficiency tests (addition, subtraction, multiplication, division). In contrast, the two groups did not differ in the nonverbal number line task. Arithmetic efficiency, representing the total score of the four arithmetic tasks, multiplication, and division, correlated with diffusion measures in widespread areas of the white matter, including bilateral superior and inferior longitudinal fasciculi in children with dyslexia compared to controls. Children with dyslexia demonstrated lower performance in verbal number tasks but performed similarly to controls in a nonverbal number task. Further, an association between verbal arithmetic efficiency and diffusion measures was demonstrated in widespread areas of the white matter suggesting compensatory mechanisms in children with dyslexia compared to controls. Taken together, poor fact retrieval in children with dyslexia is likely a consequence of deficits in the language system, which not only affects literacy skills but also impacts on arithmetic skills. |
X Demographics
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 25% |
| Unknown | 3 | 75% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 4 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 94 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Cuba | 1 | 1% |
| United States | 1 | 1% |
| Netherlands | 1 | 1% |
| Canada | 1 | 1% |
| Unknown | 90 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 20 | 21% |
| Student > Master | 16 | 17% |
| Student > Ph. D. Student | 15 | 16% |
| Researcher | 7 | 7% |
| Student > Doctoral Student | 6 | 6% |
| Other | 14 | 15% |
| Unknown | 16 | 17% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 24 | 26% |
| Neuroscience | 13 | 14% |
| Medicine and Dentistry | 9 | 10% |
| Arts and Humanities | 6 | 6% |
| Nursing and Health Professions | 5 | 5% |
| Other | 15 | 16% |
| Unknown | 22 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 21 August 2015.
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#14,235,639
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Outputs from Brain Imaging and Behavior
#559
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Outputs of similar age from Brain Imaging and Behavior
#19
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