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The Cerebellum

, Volume 16, Issue 2, pp 496–507 | Cite as

Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing

  • Xiaoxia Feng
  • Le Li
  • Manli Zhang
  • Xiujie Yang
  • Mengyu Tian
  • Weiyi Xie
  • Yao Lu
  • Li Liu
  • Nathalie N. Bélanger
  • Xiangzhi MengEmail author
  • Guosheng DingEmail author
Original Paper

Abstract

Previous neuroimaging studies have found atypical cerebellar activation in individuals with dyslexia in either motor-related tasks or language tasks. However, studies investigating atypical cerebellar activation in individuals with dyslexia have mostly used tasks tapping phonological processing. A question that is yet unanswered is whether the cerebellum in individuals with dyslexia functions properly during orthographic processing of words, as growing evidence shows that the cerebellum is also involved in visual and spatial processing. Here, we investigated cerebellar activation and cerebro-cerebellar functional connectivity during word processing in dyslexic readers and typically developing readers using tasks that tap orthographic and phonological codes. In children with dyslexia, we observed an abnormally higher engagement of the bilateral cerebellum for the orthographic task, which was negatively correlated with literacy measures. The greater the reading impairment was for young dyslexic readers, the stronger the cerebellar activation was. This suggests a compensatory role of the cerebellum in reading for children with dyslexia. In addition, a tendency for higher cerebellar activation in dyslexic readers was found in the phonological task. Moreover, the functional connectivity was stronger for dyslexic readers relative to typically developing readers between the lobule VI of the right cerebellum and the left fusiform gyrus during the orthographic task and between the lobule VI of the left cerebellum and the left supramarginal gyrus during the phonological task. This pattern of results suggests that the cerebellum compensates for reading impairment through the connections with specific brain regions responsible for the ongoing reading task. These findings enhance our understanding of the cerebellum’s involvement in reading and reading impairment.

Keywords

Dyslexia Cerebellum Overactivation Cerebro-cerebellar circuits Functional connectivity Compensation 

Notes

Acknowledgments

This work was supported by grants from the National Natural Science Foundation of China (NSFC: 81171016, 81371206, 31571158) and the National Key Basic Research Program of China (2014CB846102). We sincerely thank the children, parents, and schools for their participation and cooperation in our study.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Supplementary material

12311_2016_829_MOESM1_ESM.doc (880 kb)
Figure S1 (DOC 880 kb)
12311_2016_829_MOESM2_ESM.doc (42 kb)
Table S1 (DOC 41 kb)

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Xiaoxia Feng
    • 1
  • Le Li
    • 1
  • Manli Zhang
    • 2
  • Xiujie Yang
    • 2
  • Mengyu Tian
    • 1
  • Weiyi Xie
    • 2
  • Yao Lu
    • 3
  • Li Liu
    • 1
    • 4
  • Nathalie N. Bélanger
    • 5
  • Xiangzhi Meng
    • 2
    Email author
  • Guosheng Ding
    • 1
    • 4
    Email author
  1. 1.State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingPeople’s Republic of China
  2. 2.Department of Psychology and Beijing Key Laboratory of Behavior and Mental HealthPeking UniversityBeijingPeople’s Republic of China
  3. 3.Beijing Key Laboratory of Applied Experimental Psychology, School of psychologyBeijing Normal UniversityBeijingPeople’s Republic of China
  4. 4.Center for Collaboration and Innovation in Brain and Learning SciencesBeijingPeople’s Republic of China
  5. 5.Laboratory for Language and Cognitive NeuroscienceSan Diego State UniversitySan DiegoUSA

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