Reading acceleration training changes brain circuitry in children with reading difficulties
Reading acceleration training changes brain circuitry in children with reading difficulties
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DOI：
10.1002/brb3.281
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发表时间：
2014-11-01
影响因子：
3.1
通讯作者：
Holland, Scott K.
中科院分区：
文献类型：
--
作者：
Horowitz-Kraus, Tzipi;Vannest, Jennifer J.;Holland, Scott K.
导读：阅读障碍的特点是缓慢，不准确的阅读。先前的研究表明，阅读加速程序（RAP）提高了患有阅读障碍的儿童和成人以及不同拼写的典型读者的阅读速度和准确性。然而，RAP对阅读的神经回路的影响尚未确定。在目前的研究中，我们研究了RAP训练的效果在阅读困难的儿童和典型的读者在功能磁共振成像中使用词汇决策任务的阅读的神经回路的兴趣区域。研究方法：两组儿童（8-12岁）的阅读困难和典型的读者进行了研究之前和4周后的RAP训练。结果如下：除了口头和无声的上下文阅读速度的改善，训练相关的收益与阅读困难的儿童和典型的读者增加左半球的激活。然而，只有阅读困难的儿童表现出阅读理解的改善，这与右额叶激活的显著增加有关。结论：我们的研究结果表明，不同的影响RAP支持阅读的儿童与阅读困难和典型的读者的神经回路，并建议干预可能会刺激使用典型的神经回路阅读和从事补偿途径，以支持阅读在发展中的大脑儿童阅读困难。
Introduction: Dyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers. Methods: Children (8-12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups. Results: In addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation. Conclusions: Our results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties.