RT Journal Article
SR Electronic
T1 Aberrant resting-state functional brain networks in dyslexia: Symbolic mutual information analysis of neuromagnetic signals
JF bioRxiv
FD Cold Spring Harbor Laboratory
SP 272567
DO 10.1101/272567
A1 Stavros I. Dimitriadis
A1 Panagiotis G. Simos
A1 Jack M. Fletcher
A1 Andrew C. Papanicolaou
YR 2018
UL http://biorxiv.org/content/early/2018/02/27/272567.abstract
AB Neuroimaging studies have identified a variety of structural and functional connectivity abnormalities in students experiencing reading difficulties. The present study adopted a novel approach to assess the dynamics of resting-state neuromagnetic recordings in the form of symbolic sequences (i.e., repeated patterns of neuromagnetic fluctuations within and/or between sensors).Participants were 25 students experiencing severe reading difficulties (RD) and 27 age-matched non-impaired readers (NI) aged 7-14 years. Sensor-level data were first represented as symbolic sequences in eight conventional frequency bands. Next, dominant types of sensor-to-sensor interactions in the form of intra and cross-frequency coupling were computed and subjected to graph modeling to assess group differences in global network characteristics.As a group RD students displayed predominantly within-frequency interactions between neighboring sensors which may reflect reduced overall global network efficiency and cost-efficiency of information transfer. In contrast, sensor networks among NI students featured a higher proportion of cross-frequency interactions. Brain-reading achievement associations highlighted the role of left hemisphere temporo-parietal functional networks, at rest, for reading acquisition and ability.HighlightsSymbolic dynamics of MEG time series revealed aberrant Cross Frequency Coupling in RD studentsGlobal efficiency and strength of Cross Frequency Coupling could reliably identify RD students from age-matched controlsGlobal Cost Efficiency, coupling strength, and the relative preponderance of cross-frequency interactions strongly correlated with reading achievement across groups.