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In this study we investigate systematic patterns of rapidly changing sensor-level interdependencies in resting MEG data obtained from 23 children experiencing reading difficulties (RD) and 27 non-impaired readers (NI). Three-minute MEG time series were band-passed and subjected to blind source separation (BSS) prior to estimating sensor interdependencies using the weighted phase synchronization measure (wPLI). Dynamic sensor-level network properties were then derived for two network metrics (global and local efficiency). The temporal decay of long-range temporal correlations in network metrics (LRTC) was quantified using the scaling exponent (SE) in detrended fluctuation analysis (DFA) plots. Having established the reliability of SE estimates as robust descriptors of network dynamics, we found that RD students displayed significantly reduced (a) overall sensor-level network organization across all frequency bands (global efficiency), and (b) temporal correlations between sensors covering the left temporoparietal region and the remaining sensors in the β3 band (local efficiency). Importantly, both groups displayed scale-free global network connectivity dynamics. The direct application of DFA to MEG signals failed to reveal significant group differences. Results are discussed in relation to prior evidence for disrupted temporoparietal functional circuits for reading in developmental reading disability., (Copyright © 2013 Elsevier Inc. All rights reserved.)

In contrast to word-level skills, the neural basis of sentence comprehension in children with reading difficulties is not well understood. Using magnetic source imaging, we investigated the spatiotemporal dynamics of regional activity associated with silent passage reading in nonimpaired and students with reading difficulties. The latter exhibited underactivation of the temporoparietal and visual cortices, bilaterally, and of the left posterior cingulate region. Late activity in left temporoparietal and ventral occipitotemporal regions was found to be a significant predictor of individual reading ability in nonimpaired, but not in students with reading difficulties. These findings support the notion that reduced temporoparietal activation during word reading in context, is a hallmark of the functional deficit in reading disability.

Spatiotemporal brain activation profiles were obtained from 27 middle school students experiencing difficulties in reading comprehension as well as word-level skills (RD) and 23 age- and IQ-matched non-reading impaired students during performance of an oral pseudoword reading task using Magnetoencephalography (MEG). Based on their scores on standardized reading fluency tests 1 year later, students with RD who showed significant improvement were classified as Adequate Responders (AR) whereas those not demonstrating such gains were classified as Inadequate Responders (IR). At baseline, activation profiles of the AR group featured increased activity in the left supramarginal and angular gyri, as well as in the superior and middle temporal gyri, bilaterally compared to IR. The degree of activity in these regions was a significant predictor of the amount of subsequent gains in reading fluency. These results extend previous functional brain imaging findings of beginning readers, suggesting that recruitment of brain areas that typically serve as key components of the brain circuit for reading is an important factor in determining response to intervention in older struggling readers.

We investigated patterns of sensor-level functional connectivity derived from single-trial whole-head magnetoencephalography data during a pseudoword reading and a letter-sound naming task in children with reading difficulties (RD) and children with no reading impairments (NI). The Phase Lag Index (PLI), a linear and nonlinear estimator, computed for each pair of sensors, was used to construct graphs and obtain estimates of local and global network efficiency according to graph theory. In the 8-13 Hz (alpha band) and 20-30 Hz (gamma band) range, RD students showed significantly lower global efficiency than NI children, for the entire MEG recording epoch. RD students also displayed reduced local network efficiency in the alpha band. Correlations between phonological decoding ability and graph metrics were particularly evident during the task that posed significant demands for phonological decoding, and followed distinct time courses depending on signal frequency. Results are consistent with the notion of task-dependent, aberrant long- and short-range functional connectivity in RD children., (Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.)

Brain activation profiles obtained using magnetoencephalography were compared between middle-school students experiencing reading difficulties and non-reading-impaired students during performance of a continuous printed word recognition task. Struggling readers underwent small-group remedial instruction, and students who showed significant gains in word reading efficiency at a one-year follow-up assessment were classified as Adequate Responders whereas those not demonstrating such gains as Inadequate Responders. At baseline, compared to Inadequate Responders, the activation profiles of Adequate Responders featured increased activity in the left middle, superior temporal, and ventral occipitotemporal regions, as well as in the right mesial temporal cortex. The degree of activity in these regions was a significant predictor of improvement in word reading efficiency beyond the prediction afforded by baseline reading accuracy or fluency measures. The engagement of brain areas that typically serve as key components of the brain circuit for reading may be an important factor in predicting response to intervention in older students who experience reading difficulties.