CoChat
Sign Up
Cited by 450Reading and Literacy DevelopmentDevelopmental and Educational NeuropsychologyLanguage Development and Disorders

The DOI matches its Crossref record; 54 of the 54 references it cites were found in a registry or an index.

Dyslexia-specific brain activation profile becomes normal following successful remedial training

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.·2002·Neurology
DOI 10.1212/wnl.58.8.1203
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1212/wnl.58.8.1203

Cites

54 of 54 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 54 references

Cited by

Sorted by citations

Items 201–300 of 449

Related

See all

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)
ORCID
Venue
Neurology
Publisher
Ovid Technologies (Wolters Kluwer Health)
Published
2002-04-23
Volume
58
Issue
8
Pages
1203-1213
ISSN
  • 0028-3878 (ISSN-L)
  • 1526-632X
DOI
10.1212/wnl.58.8.1203
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review