MRI Brain Activation During Instruction of Dyslexic Children

J Gordon Millichap
2003 Pediatric Neurology Briefs  
Ten children with dyslexia and 11 normal readers performed tasks of phoneme mapping (assigning sounds to letters) and morpheme mapping (relating suffixed words to their roots) during fMRI scanning, before and after 28 hours of comprehensive reading instruction, in a study of the effects of reading instruction on brain activation in children with dyslexia at University of Washington, Seattle, WA. Performance of dyslexic children improved significantly by the end of the 3-week intervention. On
more » ... intervention. On the Word Attack subtest of the Woodcock Reading Mastery Test-R (phoneme mapping), the mean standard score for dyslexics increased from 87.0 to 93.7 (p=0.03). On a Comes From task (morpheme mapping), the mean score for dyslexics increased from 70.2 to 74.0 (p=0.04). Before treatment and during the initial phoneme mapping task, dyslexics showed less fMRI brain activation than controls in left middle and inferior frontal gyri, right superior frontal gyrus, left temporal, and bilateral parietal regions; during the morpheme mapping scan, activation was significantly reduced in left middle frontal gyrus, right superior parietal, and fusiform/occipital regions. Following instruction, reading scores and brain activation patterns of dyslexics increased, and closely resembled those of controls. The elimination of group differences at follow-up resulted from increased activation in dyslexics and also from decreased activation in controls, presumably due to a practice effect. (Aylward EH, Richards TL, Berninger VW et al. Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology
doi:10.15844/pedneurbriefs-17-8-1 fatcat:hvmwlqpypjbnnmhq3lirjecll4