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

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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., Skudlarski, Pawel, Fletcher, Jack M., Katz, Leonard, Marchione, Karen E., Lacadie, Cheryl, Gatenby, Christopher, Gore, John C.·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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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: Shaywitz, Sally E.
Shaywitz, Bennett A.
Fulbright, Robert K.
Constable, R. Todd
Fletcher, Jack M.
Lacadie, Cheryl
Gatenby, Christopher
Gore, John C.
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: green
www.ncbi.nlm.nih.gov
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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Functional disruption in the organization of the brain for reading in dyslexia

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