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Functional disruption in the organization of the brain for reading in dyslexia
Open accessAbstract
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 [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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Metadata
- 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
- 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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