Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities

Panagiotis G. Simos, Jack M. Fletcher, Shirin Sarkari, Rebecca Billingsley-Marshall, Carolyn A. Denton, Andrew C. Papanicolaou

Research output: Contribution to journalArticle

41 Citations (Scopus)

Abstract

Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the development of reading fluency skills. Spatiotemporal brain activation profiles were obtained at baseline and after each 8-week intervention program using magnetoencephalography during the performance of an oral sight-word reading task. Changes in brain activity were found in the posterior part of the middle temporal gyrus (Brodmann's Area [BA] 21: increased degree of activity and reduced onset latency), the lateral occipitotemporal region (BA 19/37: decreased onset latency of activation), and the premotor cortex (increased onset latency). Overall changes associated with the intervention were primarily normalizing, as indicated by (a) increased activity in a region that is typically involved in lexical-semantic processing (BA 21) and (b) a shift in the relative timing of regional activity in temporal and frontal cortices to a pattern typically seen in unimpaired readers. These findings extend previous results in demonstrating significant changes in the spatiotemporal profile of activation associated with word reading in response to reading remediation.

Original languageEnglish (US)
Pages (from-to)37-48
Number of pages12
JournalJournal of Learning Disabilities
Volume40
Issue number1
DOIs
StatePublished - Jan 1 2007

Fingerprint

Reading
brain
disability
instruction
activation
Brain
Temporal Lobe
Area, Region
Magnetoencephalography
Motor Cortex
Frontal Lobe
Semantics
semantics
performance

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions(all)

Cite this

Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities. / Simos, Panagiotis G.; Fletcher, Jack M.; Sarkari, Shirin; Billingsley-Marshall, Rebecca; Denton, Carolyn A.; Papanicolaou, Andrew C.

In: Journal of Learning Disabilities, Vol. 40, No. 1, 01.01.2007, p. 37-48.

Research output: Contribution to journalArticle

Simos, Panagiotis G. ; Fletcher, Jack M. ; Sarkari, Shirin ; Billingsley-Marshall, Rebecca ; Denton, Carolyn A. ; Papanicolaou, Andrew C. / Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities. In: Journal of Learning Disabilities. 2007 ; Vol. 40, No. 1. pp. 37-48.
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