Altering the brain circuits for reading through intervention: A magnetic source imaging study
Altering the brain circuits for reading through intervention: A magnetic source imaging study
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DOI：
10.1037/0894-4105.21.4.485
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发表时间：
2007-07-01
期刊：
影响因子：
2.4
通讯作者：
Papanicolaou, Andrew C.
中科院分区：
文献类型：
--
作者：
Simos, Panagiotis G.;Fletcher, Jack M.;Papanicolaou, Andrew C.
在15名严重阅读困难的儿童中，通过全头脑磁图检查了局部脑激活时空分布的干预相关变化，这些儿童在1年级期间未能表现出足够的进步，以获得高质量的阅读指导。强化干预最初集中在语音解码技能（8周），并在随后的8周内，快速单词识别能力。8名儿童的阅读技能有了临床显著的改善，他们的局部脑活动时空分布出现了“正常化”变化（左颞顶区活动持续时间增加，颞顶区和下额叶区活动相对时间发生了变化）。7名儿童表现出大脑活动的“补偿性”变化（右侧颞顶区和额叶区活动持续时间增加，双侧），对干预没有表现出足够的反应。未受损的读者在访问期间没有表现出大脑活动的系统性变化。
Intervention-related changes in spatiotemporal profiles of regional brain activation were examined by whole-head magnetoencephalography in 15 children with severe reading difficulties who had failed to show adequate progress to quality reading instruction during Grade 1. Intensive intervention initially focused on phonological decoding skills (for 8 weeks) and, during the subsequent 8 weeks, on rapid word recognition ability. Clinically significant improvement in reading skills was noted in 8 children who showed "normalizing" changes in their spatiotemporal profiles of regional brain activity (increased duration of activity in the left temporoparietal region and a shift in the relative timing of activity in temporoparietal and inferior frontal regions). Seven children who demonstrated "compensatory" changes in brain activity (increased duration of activity in the right temporoparietal region and frontal areas, bilaterally) did not show adequate response to intervention. Nonimpaired readers did not show systematic changes in brain activity across visits.