Instructional treatment associated with changes in brain activation in children with dyslexia
Abstract
OBJECTIVE: To assess the effects of reading instruction on fMRI brain activation in children with dyslexia. BACKGROUND: fMRI differences between dyslexic and control subjects have most often involved phonologic processing tasks. However, a growing body of research documents the role of morphologic awareness in reading and reading disability. METHODS: The authors developed tasks to probe brain activation during phoneme mapping (assigning sounds to letters) and morpheme mapping (understanding the relationship of suffixed words to their roots). Ten children with dyslexia and 11 normal readers performed these tasks during fMRI scanning. Children with dyslexia then completed 28 hours of comprehensive reading instruction. Scans were repeated on both dyslexic and control subjects using the same tasks. RESULTS: Before treatment, children with dyslexia showed less activation than controls in left middle and inferior frontal gyri, right superior frontal gyrus, left middle and inferior temporal gyri, and bilateral superior parietal regions for phoneme mapping. Activation was significantly reduced for children with dyslexia on the initial morpheme mapping scan in left middle frontal gyrus, right superior parietal, and fusiform/occipital region. Treatment was associated with improved reading scores and increased brain activation during both tasks, such that quantity and pattern of activation for children with dyslexia after treatment closely resembled that of controls. The elimination of group differences at follow-up was due to both increased activation for the children with dyslexia and decreased activation for controls, presumably reflecting practice effects. CONCLUSION: These results suggest that behavioral gains from comprehensive reading instruction are associated with changes in brain function during performance of language tasks. Furthermore, these brain changes are specific to different language processes and closely resemble patterns of neural processing characteristic of normal readers.
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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 Aylward et al., 2003
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 Aylward et al., 2003
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- Authors
- Aylward, E. H., Richards, T. L., Berninger, V. W., Nagy, W. E., Field, K. M., Grimme, A. C., Richards, A. L., Thomson, J. B., & Cramer, S. C.
- Affiliations
- Seattle Pacific University (US)
- Venue
- Neurology
- Published
- 2003-07-22
- Volume
- 61
- Issue
- 2
- Pages
- 212-219
- ISSN
- 0028-3878 (ISSN-L)
- 1526-632X
- OpenAlex
- W1978455957
- Cited by
- 242
- References
- 49
- Citations by year
- 2026: 4 · 2025: 2 · 2024: 6 · 2023: 8 · 2022: 6 · 2021: 6 · 2020: 4 · 2019: 5 · 2018: 12 · 2017: 4 · 2016: 9 · 2015: 13 · 2014: 16 · 2013: 12 · 2012: 11
- FWCI
- 24.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Neurology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD33812, P50HD033812)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- dyslexia, reading instruction, brain activation, morphological awareness, phoneme mapping, phonological processing, reading disorders, children, neuroplasticity, language processing
- MeSH terms
- Adolescent, Articulation Disorders, Brain Mapping, Child, Dyslexia, Education, Female, Humans, Language Tests, Learning, Magnetic Resonance Imaging, Male, Pattern Recognition, Visual, Reading, Semantics
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