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NEUROBIOLOGICAL CORRELATES OF SKILLED AND DISABLED
READING
by
Jennifer Lynn Bruno
______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERISTY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(PSYCHOLOGY)
August 2008
Copyright 2008 Jennifer Lynn Bruno
Object Description
| Title | Neurobiological correlates of skilled and disabled reading |
| Author | Bruno, Jennifer Lynn |
| Author email | jbruno@usc.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Psychology |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2008-05-11 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-15 |
| Advisor (committee chair) | Manis, Frank |
| Advisor (committee member) |
Byrd, Dani Lickle, Brian Aziz-Zadeh, Lisa Lu, Zhonglin |
| Abstract | Developmental dyslexia is a neurobiological disorder of the language system and involves deficits in phonological processing. Cognitive and neurobiological profiles were investigated at the individual level for adults with varying reading/phonological skills including several with developmental dyslexia. Neurobiological variance was measured by three independent neuroimaging methods including functional magnetic resonance imaging (fMRI), diffusion tensor imaging (DTI) and magnetic resonance spectroscopy (MRS).; The fMRI results replicated and extended previous findings indicating functional deficits exist in fusiform gyrus regions. Bilateral inferior frontal as well as right hemisphere fusiform regions were negatively related to reading and phonological skills. Leftward laterality of both fusiform regions was less for individuals with developmental dyslexia and was negatively related to reading/phonological skills. Together the results suggest that right hemisphere regions may be engaged as compensatory mechanisms. Correlational evidence indicates these mechanisms are engaged by reading disabled individuals and nonimpaired individuals with increasing engagement being associated with decreasing reading/phonological skills across a wide range of ability.; Diffusion imaging provided evidence that white matter integrity in various structures of the cortico-spinal motor pathway was associated with reading and phonological skills. In the superior corona radiata, white matter integrity was positively related to reading comprehension. In more inferior regions, white matter integrity was related to both reading and phonological measures.; According to the MRS results, metabolite concentrations in the angular gyrus are associated with reading and phonological skill. Choline levels were elevated in dyslexic individuals, indicating higher rate of white mater turnover. As a whole, the results suggest that white matter microstructure may be directly related to atypical functional activation patterns including less leftward lateralization of posterior language regions. |
| Keyword | dyslexia; fMRI; MRS; DTI; phonolgical processing; white matter integrity; reading skill |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1348 |
| Rights | Bruno, Jennifer Lynn |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Bruno-20080715 |
| Archival file | uscthesesreloadpub_Volume44/etd-Bruno-20080715.pdf |
Description
| Title | Page 1 |
| Full text | NEUROBIOLOGICAL CORRELATES OF SKILLED AND DISABLED READING by Jennifer Lynn Bruno ______________________________________________________________ A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERISTY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (PSYCHOLOGY) August 2008 Copyright 2008 Jennifer Lynn Bruno |
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