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Cited by 872Reading and Literacy DevelopmentNeurobiology of Language and BilingualismDevelopmental and Educational Neuropsychology

Functional disruption in the organization of the brain for reading in dyslexia

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Shaywitz, Sally E., Shaywitz, Bennett A., Pugh, Kenneth R., Fulbright, Robert K., Constable, R. Todd, Mencl, W. Einar, Shankweiler, Donald P., Liberman, Alvin M. +7 more·1998·Proceedings of the National Academy of Sciences
DOI 10.1073/pnas.95.5.2636PMC PMC19444
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Abstract

Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents that the alphabetic characters represent. Such phonologic awareness is characteristically lacking in dyslexic readers who, therefore, have difficulty mapping the alphabetic characters onto the spoken word. To find the location and extent of the functional disruption in neural systems that underlies this impairment, we used functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis. Brain activation patterns differed significantly between the groups with dyslexic readers showing relative underactivation in posterior regions (Wernicke's area, the angular gyrus, and striate cortex) and relative overactivation in an anterior region (inferior frontal gyrus). These results support a conclusion that the impairment in dyslexia is phonologic in nature and that these brain activation patterns may provide a neural signature for this impairment.

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  • Research with dyslexic adults indicates that, among other areas, the VWFA fails to increase its activity in response to word forms.

    “Research with dyslexic adults indicates that, among other areas, the VWFA fails to increase its activity in response to word forms [44,45] (Box 3).”

    From The visual word form area: expertise for reading in the fusiform gyrus (2003) · cites this paper as [45]

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Authors
Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., Shankweiler, D. P., Liberman, A. M., Skudlarski, P., Fletcher, J. M., Katz, L., Marchione, K. E., Lacadie, C., Gatenby, C., & Gore, J. C.
Affiliations
Haskins Laboratories (US)
ORCID
Venue
Proceedings of the National Academy of Sciences
Publisher
National Academy of Sciences
Published
1998-03-03
Volume
95
Issue
5
Pages
2636-2641
ISSN
  • 0027-8424 (ISSN-L)
  • 1091-6490
DOI
10.1073/pnas.95.5.2636
PMC
PMC19444
OpenAlex
W2114112991
Cited by
872
References
43
Citations by year
2026: 5 · 2025: 12 · 2024: 10 · 2023: 13 · 2022: 18 · 2021: 15 · 2020: 18 · 2019: 26 · 2018: 26 · 2017: 23 · 2016: 33 · 2015: 38 · 2014: 41 · 2013: 40 · 2012: 50
FWCI
66.54
Type
journal article
Language
en
Open access
Locations
  • Proceedings of the National Academy of Sciences (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health (5p01hd021888-10)
  • National Institute of Child Health and Human Development (HD25802, P50 HD25802)
  • 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
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
dyslexia, phonological awareness, reading acquisition, brain activation patterns, Wernicke's area, angular gyrus, primary visual cortex, inferior frontal gyrus, phonological analysis
MeSH terms
Brain, Brain Mapping, Dyslexia, Humans, Image Processing, Computer-Assisted, Language, Magnetic Resonance Imaging, Reading, Reference Values

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