Altering the brain circuits for reading through intervention: a magnetic source imaging study.
Intervention-related changes in spatiotemporal profiles of regional brain activation were examined by whole-head magnetoencephalography in 15 children with severe reading difficulties who had failed to show adequate progress to quality reading instruction during Grade 1. Intensive intervention initially focused on phonological decoding skills (for 8 weeks) and, during the subsequent 8 weeks, on rapid word recognition ability. Clinically significant improvement in reading skills was noted in 8 children who showed "normalizing" changes in their spatiotemporal profiles of regional brain activity (increased duration of activity in the left temporoparietal region and a shift in the relative timing of activity in temporoparietal and inferior frontal regions). Seven children who demonstrated "compensatory" changes in brain activity (increased duration of activity in the right temporoparietal region and frontal areas, bilaterally) did not show adequate response to intervention. Nonimpaired readers did not show systematic changes in brain activity across visits.
Simos
Panagiotis G
PG
Department of NeurosurgeryVivian L. Smith Institute of Neurologic Research, University of Texas, Health Science Center, Houston, TX, USA. psimos@psy.soc.uoc.gr
Fletcher
Jack M
JM
Sarkari
Shirin
S
Billingsley
Rebecca L
RL
Denton
Carolyn
C
Papanicolaou
Andrew C
AC
D001921:Brain / Q000502:physiology*; D002648:Child; D004410:Dyslexia / Q000503:physiopathology / Q000628:therapy*; D005260:Female; D007839:Functional Laterality / Q000502:physiology; D006801:Humans; D007206:Individuality; D015225:Magnetoencephalography; D008297:Male; D015233:Models, Statistical; D009415:Nerve Net / Q000502:physiology*; D011597:Psychomotor Performance / Q000502:physiology; D011932:Reading; D021641:Recognition, Psychology / Q000502:physiology; D013663:Teaching