Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention
Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention
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DOI：
10.1016/j.biopsych.2003.12.019
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发表时间：
2004-05-01
影响因子：
10.6
通讯作者：
Gore, JC
中科院分区：
文献类型：
--
作者：
Shaywitz, BA;Shaywitz, SE;Gore, JC
背景一系列的神经生物学研究表明，在儿童和成人阅读障碍的阅读过程中，左半球后脑系统无法正常工作。这种正常阅读通路中断的证据为阅读干预提供了神经生物学靶点。在这项研究中，我们假设提供一个循证的，语音介导的阅读干预将提高阅读流畅性和发展的快节奏的枕颞系统服务熟练的阅读。采用功能磁共振成像研究了77名6.1-9.4岁儿童（49名阅读障碍儿童和28名对照儿童）的基于语音的阅读干预对大脑组织和阅读流畅性的影响。实验组（n = 37）、社区干预组（n = 12）和社区对照组（n = 28）。在为期一年的干预后，接受实验性干预的儿童在阅读流畅性方面取得了显着进步，并表现出左半球区域的激活增加，包括额下回和颞中回;在实验性干预结束后1年，这些儿童激活了双侧额下回和左侧上级颞区和枕颞区。这些数据表明，补救性教育干预的性质是至关重要的成功的结果，在儿童阅读障碍和使用基于证据的语音阅读干预促进发展的那些快节奏的神经系统，熟练的阅读。
Background. A range of neurobiological investigations shows a failure of left hemisphere posterior brain systems to function properly during reading in children and adults with reading disabilities. Such evidence of a disruption in the normal reading pathways provides a neurobiological target for reading interventions. In this study, we hypothesized that the provision of an evidence-based, phonologically mediated reading intervention would improve reading fluency and the development of the fast-paced occipitotemporal systems serving skilled reading.Methods. Functional magnetic resonance imaging was used to study the effects of a phonologically based reading intervention on brain organization and reading fluency in 77 children aged 6.1-9.4 years (49 with reading disability and 28 control subjects). Children comprised three experimental groups: experimental intervention (n = 37), community intervention (n = 12), and community control subjects (n = 28).Results. Immediately after the year-long intervention, children taught with the experimental intervention had made significant gains in reading fluency and demonstrated increased activation in left hemisphere regions, including the inferior frontal gyrus and the middle temporal gyrus; 1 year after the experimental intervention bad ended these children were activating bilateral inferior frontal gyri and left superior temporal and occipitotemporal regions.Conclusions. These data indicate that the nature of the remedial educational intervention is critical to successful outcomes in children with reading disabilities and that the use of an evidence-based phonologic reading intervention facilitates the development of those fast-paced neural systems that underlie skilled reading.