DİSLEKSİ VE DİSGRAFİ OLAN ÇOCUKLARIN OKUMA SIRASINDA BEYİN AKTİVİTELERİNİN FONKSİYONEL MR PSİKOFİZYOLOJİK ETKİLEŞİM ANALİZİ İLE İNCELENMESİ

Year 2023, Volume: 11 Issue: 4, 1310 - 1327, 30.12.2023

Gizem Rüveyda Sağır Semra İçer

https://doi.org/10.21923/jesd.1222428

Cited By: 1

Abstract

Okuma ve yazma güçlükleri dünyada oldukça yaygın olan nörogelişimsel bozukluklardır. Okuma ve yazma güçlüğü olarak bilinen gelişimsel disleksi ve yazma güçlüğü olarak bilinen gelişimsel disgrafinin birlikte değerlendirildiği çalışma sayısı oldukça azdır. Bu çalışma, literatürdeki kısıtlı çalışmalara katkıda bulunmak amacıyla yapılmıştır. OpenfMRI’dan alınan veri setinde Almanca konuşan çocuklardan disleksi 20, disgrafi 16 ve kontrol grubundan 22 katılımcı bulunmaktadır. fMRI görevi, normal kelime ve sözde eş sesli kelimeleri sesli bir şekilde okumadır. Görevler sırasında tüm beyinde oluşan fonksiyonel aktivasyon analizi sonucunda, disgrafi grubu disleksi ve kontrol grubuna göre okuma ile ilgili olan bölgelerde hipoaktivasyon göstermiştir. Ek olarak disleksi grubunda ventral oksipitotemporal bölgede hipoaktivasyon gözlenmememiştir. Bununla birlikte fusiform girus, inferior frontal girus, precuneus ve precentral girus bölgeleri tohum olarak seçilip, ilgili tohum bölgesinin görevler sırasında fonksiyonel bağlantısını araştırmak amacıyla, psikofizyolojik etkileşim analizi yapılmıştır. Fonksiyonel bağlantı analizi sonucunda, disleksi grubunda diğer gruplara göre bağlantısallık yollarında bozulmalar gözlenmiştir. Disgrafi grubu ise kontrol grubu ile benzer bağlantı yolları göstermiştir.

Keywords

Gelişimsel Disleksi, Gelişimsel Disgrafi, Görev Tabanlı fMRI, GLM Analizi, PPI Analizi

EXAMINATION OF THE BRAIN ACTIVITIES OF CHILDREN WITH DYSLEXIA AND DYSGRAPHIA DURING READING BY FUNCTIONAL MR PSYCHOPHYSIOLOGICAL INTERACTION ANALYSIS

Abstract

Reading and writing difficulties are neurodevelopmental disorders that are very common in the world. There are very few studies evaluating developmental dyslexia, known as reading and writing difficulties, and developmental dysgraphia, known as writing difficulties, together. This study was conducted to contribute to the limited studies in the literature. The data set from OpenfMRI includes 20 German-speaking children with dyslexia, 16 dysgraphia and 22 participants from the control group. The fMRI task is to read aloud normal words and pseudohomophones. As a result of the functional activation analysis in the whole brain during the tasks, the dysgraphia group showed hypoactivation in the regions related to reading compared to the dyslexia and control groups. In addition, no hypoactivation was observed in the ventral occipitotemporal region in the dyslexia group. In addition, fusiform gyrus, inferior frontal gyrus, precuneus and precentral gyrus regions were selected as seeds, and psychophysiological interaction analysis was performed to investigate the functional connection of the relevant seed region during tasks. As a result of functional connectivity analysis, impairments in connectivity pathways were observed in the dyslexia group compared to the other groups. The dysgraphia group, on the other hand, showed similar pathways to the control group.

Keywords

Developmental Dyslexia, Developmental Dysgraphia, Task Based fMRI, GLM Analysis, PPI Analysis

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