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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
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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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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

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