Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention
Abstract
Background A range of neurobiological investigations shows a failure of left hemisphere posterior brain systems to function properly during reading in children and adults with reading disabilities. Such evidence of a disruption in the normal reading pathways provides a neurobiological target for reading interventions. In this study, we hypothesized that the provision of an evidence-based, phonologically mediated reading intervention would improve reading fluency and the development of the fast-paced occipitotemporal systems serving skilled reading.Methods Functional magnetic resonance imaging was used to study the effects of a phonologically based reading intervention on brain organization and reading fluency in 77 children aged 6.1-9.4 years (49 with reading disability and 28 control subjects). Children comprised three experimental groups: experimental intervention (n = 37), community intervention (n = 12), and community control subjects (n = 28).Results Immediately after the year-long intervention, children taught with the experimental intervention had made significant gains in reading fluency and demonstrated increased activation in left hemisphere regions, including the inferior frontal gyrus and the middle temporal gyrus; 1 year after the experimental intervention had ended these children were activating bilateral inferior frontal gyri and left superior temporal and occipitotemporal regions.Conclusions These data indicate that the nature of the remedial educational intervention is critical to successful outcomes in children with reading disabilities and that the use of an evidence-based phonologic reading intervention facilitates the development of those fast-paced neural systems that underlie skilled reading.
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Few long-term studies have followed brain changes that support reading growth in typical children.
“For these reasons and others, long-term longitudinal studies of brain changes underlying reading development in the normal population are still quite rare, and the longitudinal perspective is used mostly for testing intervention effects (Brem et al., 2010; Shaywitz et al., 2004; Temple et al., 2003).”
From The Development of Cortical Sensitivity to Visual Word Forms (2011) · cites this paper as Shaywitz et al., 2004
Intervention studies support the relevance of letter-speech sound associations for learning to read, since many training programs include a component that teaches these associations.
“Intervention studies furthermore provide good evidence for the relevance of letter-speech sound associations in learning to read as many training protocols include a condition focused on teaching such associations (Simos et al., 2002;Aylward et al., 2003;Shaywitz et al., 2004;Eden et al., 2004).”
From Deviant processing of letters and speech sounds as proximate cause of reading failure: A functional magnetic resonance imaging study of dyslexic children. (2010) · cites this paper as Shaywitz et al., 2004
A consistent finding in intervention studies is improved reading behaviour together with changes in left temporoparietal cortex activation.
“A consistent result seen in these studies has been behavioural improvements in reading ability as well as changes in brain activation in the left temporoparietal cortex.”
From Deviant processing of letters and speech sounds as proximate cause of reading failure: A functional magnetic resonance imaging study of dyslexic children. (2010) · cites this paper as Shaywitz et al., 2004
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- Authors
- Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., Holahan, J. M., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C.
- Affiliations
- Yale University (US)
- Syracuse University (US)
- The University of Texas Health Science Center at Houston (US)
- National Institutes of Health (US)
- Haskins Laboratories (US)
- Corresponding author
- Shaywitz, Bennett A
- ORCID
- Venue
- Biological Psychiatry
- Publisher
- Elsevier BV
- Published
- 2004-05
- Volume
- 55
- Issue
- 9
- Pages
- 926-933
- ISSN
- 0006-3223 (ISSN-L)
- OpenAlex
- W2146991114
- Semantic Scholar
- c4b2ef8b48c3d216f34b2ed7a8ee47756cdb8b7a
- Cited by
- 613
- References
- 61
- Citations by year
- 2026: 11 · 2025: 9 · 2024: 13 · 2023: 8 · 2022: 20 · 2021: 24 · 2020: 21 · 2019: 20 · 2018: 24 · 2017: 27 · 2016: 35 · 2015: 30 · 2014: 30 · 2013: 48 · 2012: 36
- FWCI
- 63.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Biological Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5p01hd021888-10)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P01HD21888, P50 HD25802, P50HD025802)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- reading disorders, phonological intervention, reading fluency, left hemisphere, children, reading development, inferior frontal gyrus, middle temporal gyrus, superior temporal gyrus, neuronal activation, remedial reading
- MeSH terms
- Child, Dyslexia, Female, Humans, Magnetic Resonance Imaging, Male, Occipital Lobe, Phonetics, Severity of Illness Index, Teaching, Temporal Lobe, Time Factors
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