Microstructural abnormalities in the ATR and VOF underlie tone awareness deficits in Chinese children with developmental dyslexia: a DTI study - Summary - MDSpire

Microstructural abnormalities in the ATR and VOF underlie tone awareness deficits in Chinese children with developmental dyslexia: a DTI study

  • By

  • Simin Deng

  • Jiaxuan Fu

  • Xiaojing Song

  • Xinyun Lin

  • Xintong Su

  • Kaize Yang

  • Ranran Gong

  • Jingxian Zhao

  • Daosen Wang

  • Jie Tang

  • Si Tan

  • Xiuhong Li

  • May 18, 2026

  • 0 min

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Objective:

To identify microstructural abnormalities in specific white matter tracts related to tone awareness in Chinese children with developmental dyslexia (DD), emphasizing the significance of tone awareness in reading development.

Key Findings:
  • Children with DD exhibited significantly lower MD, AD, and RD values in the bilateral IFOF and ATR, and right VOF compared to TD children, with no significant FA abnormalities.
  • Limited associations between white matter microstructure and tone awareness were observed in the bilateral ATR and right VOF, but these associations were not statistically significant after correcting for multiple comparisons.
  • Tone awareness mediated the relationships between microstructural abnormalities in the bilateral ATR and right VOF and DD.
Interpretation:

Microstructural abnormalities in the bilateral ATR and right VOF may be related to developmental dyslexia partly through tone awareness, although direct associations were limited, highlighting the need for further research on their implications for reading development.

Limitations:
  • The study's sample size may limit the generalizability of the findings.
  • Associations observed did not survive multiple-comparison corrections, indicating potential overestimation of effects, and the sample selection may introduce biases.
Conclusion:

Microstructural changes in specific white matter tracts are associated with tone awareness challenges in children with DD, underscoring the importance of addressing tone awareness in interventions for reading development.

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