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      Impact of Transcranial Direct Current Stimulation on Reading Skills of Children and Adolescents With Dyslexia

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          Abstract

          Introduction:

          Rehabilitation techniques have been used to facilitate reading acquisition in dyslexia. However, many individuals continue to present academic impairment throughout life. New intervention strategies are necessary to further help this population.

          Objectives:

          Assess the impact of transcranial direct current stimulation on reading skills in children and adolescents with dyslexia.

          Methods:

          The study was conducted with one-group pretest–posttest. Participants received 2 mA transcranial direct current stimulation during 30 minutes for 5 consecutive days. Reading performance was measured by a group of tasks (identification and reading of letters, syllables, words, nonwords, and text).

          Results:

          A significant increase in the number of correct answers for nonwords and text tasks was observed after transcranial direct current stimulation ( P = .035 and P = .012, respectively).

          Conclusion:

          The transcranial direct current stimulation seems to be a promising tool for the treatment of reading problems in dyslexia. Future studies are necessary to confirm the effects of transcranial direct current stimulation and to establish optimal intervention protocol in this population.

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          Physiological basis of transcranial direct current stimulation.

          Charlotte Stagg, Michael Nitsche (2011)
          Since the rediscovery of transcranial direct current stimulation (tDCS) about 10 years ago, interest in tDCS has grown exponentially. A noninvasive stimulation technique that induces robust excitability changes within the stimulated cortex, tDCS is increasingly being used in proof-of-principle and stage IIa clinical trials in a wide range of neurological and psychiatric disorders. Alongside these clinical studies, detailed work has been performed to elucidate the mechanisms underlying the observed effects. In this review, the authors bring together the results from these pharmacological, neurophysiological, and imaging studies to describe their current knowledge of the physiological effects of tDCS. In addition, the theoretical framework for how tDCS affects motor learning is proposed.
          Article 0 comments Cited 575 times – based on 0 reviews     Review now
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            Developmental dyslexia.

            Robin L Peterson, Bruce F. Pennington (2012)
            Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. Dyslexia has been reported in every culture studied, and mounting evidence draws attention to cross-linguistic similarity in its neurobiological and neurocognitive bases. Much progress has been made across research specialties spanning the behavioural, neuropsychological, neurobiological, and causal levels of analysis in the past 5 years. From a neuropsychological perspective, the phonological theory remains the most compelling, although phonological problems also interact with other cognitive risk factors. Work confirms that, neurobiologically, dyslexia is characterised by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development. Studies accounting for reading experience demonstrate that many recorded neural differences show causes rather than effects of dyslexia. Six predisposing candidate genes have been identified, and evidence shows gene by environment interaction. Copyright © 2012 Elsevier Ltd. All rights reserved.
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              Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia.

              K Marchione, Emilio Ferrer, B Shaywitz … (2009)
              Developmental dyslexia is defined as an unexpected difficulty in reading in individuals who otherwise possess the intelligence and motivation considered necessary for fluent reading, and who also have had reasonable reading instruction. Identifying factors associated with normative and impaired reading development has implications for diagnosis, intervention, and prevention. We show that in typical readers, reading and IQ development are dynamically linked over time. Such mutual interrelationships are not perceptible in dyslexic readers, which suggests that reading and cognition develop more independently in these individuals. To our knowledge, these findings provide the first empirical demonstration of a coupling between cognition and reading in typical readers and a developmental uncoupling between cognition and reading in dyslexic readers. This uncoupling was the core concept of the initial description of dyslexia and remains the focus of the current definitional model of this learning disability.
              Article 0 comments Cited 61 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Child Neurol Open
                Journal ID (iso-abbrev): Child Neurol Open
                Journal ID (publisher-id): CNO
                Journal ID (hwp): spcno
                Title: Child Neurology Open
                Publisher: SAGE Publications (Sage CA: Los Angeles, CA )
                ISSN (Electronic): 2329-048X
                Publication date (Electronic): 04 October 2018
                Publication date Collection: 2018
                Volume: 5
                Electronic Location Identifier: 2329048X18798255
                Affiliations
                [1 ]Department of Neuroscience and Mental Health, Medical School of Bahia, Federal University of Bahia, Salvador, Brazil
                [2 ]Psychology Institute, Federal University of Bahia, Salvador, Brazil
                [3 ]Department of Biomorphology, Health Sciences Institute, Federal University of Bahia, Salvador, Brazil
                Author notes
                [*]Débora Medeiros Rios, MSc, Department of Neuroscience and Mental Health, Medical School of Bahia, Federal University of Bahia, Praça XV de Novembro, s/n—Largo do Terreiro de Jesus, Salvador, Bahia 40025-010, Brazil. Email: deborapesquisa@ 123456yahoo.com.br
                Article
                Publisher ID: 10.1177_2329048X18798255
                DOI: 10.1177/2329048X18798255
                PMC ID: 6174647
                SO-VID: b3276c47-f223-4879-bdac-a87a465bb5ba
                Copyright © © The Author(s) 2018
                License:

                This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ( http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

                History
                Date received : 24 July 2017
                Date revision received : 26 July 2018
                Date accepted : 10 August 2018
                Categories
                Subject: Original Article
                Custom metadata
                edited-state corrected-proof

                Keywords: dyslexia,neuromodulation,noninvasive brain stimulation,transcranial direct current stimulation,children
                Data availability:
                Keywords: dyslexia, neuromodulation, noninvasive brain stimulation, transcranial direct current stimulation, children

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