Elise Temple|Gayle K. Deutsch|Russell A. Poldrack|Steven L. Miller|Paula Tallal|Michael M. Merzenich|John D. E. Gabrieli
Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI
Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco|Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco|Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco|Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco|Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco|Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco|Stanford University|Rutgers, The State University of New Jersey|University of California, Los Angeles|University of California, San Francisco
developmental dyslexia characterized unexplained difficulty reading associated behavioral deficits phonological processing functional neuroimaging studies shown deficit neural mechanisms underlying phonological processing children adults dyslexia present study examined whether behavioral remediation ameliorates dysfunctional neural mechanisms children dyslexia functional mri performed 20 children dyslexia 812 years old phonological processing remediation program focused auditory processing oral language training behaviorally training improved oral language reading performance physiologically children dyslexia showed increased activity multiple brain areas increases occurred left temporoparietal cortex left inferior frontal gyrus bringing brain activation regions closer seen normalreading children increased activity observed also righthemisphere frontal temporal regions anterior cingulate gyrus children dyslexia showed correlation magnitude increased activation left temporoparietal cortex improvement oral language ability results suggest partial remediation languageprocessing deficits resulting improved reading ameliorates disrupted function brain regions associated phonological processing produces additional compensatory activation brain regions