Tracy M. Centanni|Elizabeth S. Norton|Ola Ozernov?Palchik|Anne Park|Sara Beach|Kelly Halverson|Nadine Gaab|John D. E. Gabrieli
Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent reading
Massachusetts Institute of Technology|McGovern Institute for Brain Research|Texas Christian University|McGovern Institute for Brain Research|Massachusetts Institute of Technology|Northwestern University|McGovern Institute for Brain Research|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Massachusetts Institute of Technology|Boston Children's Hospital|Harvard University|McGovern Institute for Brain Research|Massachusetts Institute of Technology
dyslexia common neurobiological disorder child fails acquire typical word reading skills despite adequate opportunity intelligence visual word form area vwfa region within left fusiform gyrus specializes print course reading acquisition often hypoactivated individuals dyslexia currently unknown whether atypicalities brain region already present kindergarten children subsequently develop dyslexia measured fmri activation response letters false fonts bilateral fusiform gyrus children without risk dyslexia defined family history low scores assessments prereading skills phonological awareness followed children longitudinally end second grade evaluate whether brain activation patterns kindergarten related secondgrade reading outcomes compared typical readers exhibited risk factors reading impairment kindergarten significant hypoactivation letters falsefonts left fusiform gyrus atrisk children subsequently developed reading impairment atrisk children developed typical reading skills significant differences letter falsefont responses right fusiform gyrus among groups finding hypoactivation print vwfa present children subsequently develop reading impairment even prior onset formal reading instruction suggests atypical responses print play early role development reading impairments dyslexia