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Dyslexia-specific brain activation profile becomes normal following successful remedial training
Abstract
OBJECTIVES: To examine changes in the spatiotemporal brain activation profiles associated with successful completion of an intensive intervention program in individual dyslexic children. METHODS: The authors obtained magnetic source imaging scans during a pseudoword reading task from eight children (7 to 17 years old) before and after 80 hours of intensive remedial instruction. All children were initially diagnosed with dyslexia, marked by severe difficulties in word recognition and phonologic processing. Eight children who never experienced reading problems were also tested on two occasions separated by a 2-month interval. RESULTS: Before intervention, all children with dyslexia showed distinctly aberrant activation profiles featuring little or no activation of the posterior portion of the superior temporal gyrus (STGp), an area normally involved in phonologic processing, and increased activation of the corresponding right hemisphere area. After intervention that produced significant improvement in reading skills, activity in the left STGp increased by several orders of magnitude in every participant. No systematic changes were obtained in the activation profiles of the children without dyslexia as a function of time. CONCLUSIONS: These findings suggest that the deficit in functional brain organization underlying dyslexia can be reversed after sufficiently intense intervention lasting as little as 2 months, and are consistent with current proposals that reading difficulties in many children represent a variation of normal development that can be altered by intensive intervention.
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“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 Simos et al., 2002
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“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 Simos et al., 2002
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Simos, P. G., Pugh, K. R., Mencl, E., Frost, S. J., FLETCHER, J., Sarkari, S., & Papanicolaou, A. C. (2008) · Behavioural Brain Research · doi:10.1016/j.bbr.2008.07.038 · Cited by 18
Self-citationZakopoulou, V., Anagnostopoulou, A., Christodoulides, P., Stavrou, L., Sarri, I., Mavreas, V. G., & Tzoufi, M. S. (2011) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2011.03.021 · Cited by 18
Metadata
- Authors
- Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M., Davis, R. N., Fitzgerald, M., & Papanicolaou, A. C.
- Affiliations
- University of Houston (US)
- Venue
- Neurology
- Published
- 2002-04-23
- Volume
- 58
- Issue
- 8
- Pages
- 1203-1213
- ISSN
- 0028-3878 (ISSN-L)
- 1526-632X
- OpenAlex
- W1964185415
- Cited by
- 450
- References
- 54
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 7 · 2023: 11 · 2022: 8 · 2021: 17 · 2020: 9 · 2019: 17 · 2018: 27 · 2017: 22 · 2016: 15 · 2015: 23 · 2014: 18 · 2013: 17 · 2012: 19
- FWCI
- 49.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Neurology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute on Drug Abuse (DA 10715, R01DA010715)
- National Institute of Neurological Disorders and Stroke (R01NS037941, NS37941-01)
- 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, remedial reading, brain activation, superior temporal gyrus, pseudoword reading, hemispheric lateralization, reading development, children, intensive intervention, brain functional organization
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Brain Mapping, Child, Dyslexia, Female, Humans, Functional Laterality, Magnetic Resonance Imaging, Male, Radionuclide Imaging, Reading, Remedial Teaching, Wechsler Scales
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