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Related Experiment Video

Updated: May 21, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Differences in brain function and changes with intervention in children with poor spelling and reading abilities.

Daniela Gebauer1, Andreas Fink, Reinhard Kargl

  • 1Department of Neurology, Medical University of Graz, Graz, Austria.

Plos One
|June 14, 2012
PubMed
Summary

A morpheme-based spelling intervention improved reading and spelling skills in children. This intervention was associated with increased left temporal brain activation, suggesting a new strategy for learning.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Previous functional magnetic resonance imaging (fMRI) studies suggest interventions can alter brain function in children with reading difficulties.
  • Research on brain activation patterns in individuals with poor spelling abilities and the effects of spelling interventions is limited.

Purpose of the Study:

  • To investigate the effects of a morpheme-based spelling intervention on brain function in children with poor spelling and reading abilities.
  • To examine changes in brain activity patterns associated with spelling intervention and improvements in reading and spelling skills.

Main Methods:

  • Utilized repeated functional magnetic resonance imaging (fMRI) on 20 children with poor spelling and reading abilities undergoing a morpheme-based intervention.
  • Compared brain activation patterns before and after the intervention with a control group of 10 matched individuals.
  • Administered a lexical decision task to assess cognitive processing during fMRI scans.

Main Results:

  • Prior to intervention, poor spellers showed increased frontal medial and right hemispheric activation, with decreased left occipito-temporal activation compared to controls.
  • Following the intervention, the training group exhibited significant improvements in spelling and reading comprehension.
  • The intervention group showed increased activation in left temporal, parahippocampal, and hippocampal regions post-intervention, while the control group showed increases in right posterior regions.

Conclusions:

  • A five-week morpheme-based spelling intervention enhanced both spelling and reading comprehension in children with learning difficulties.
  • The intervention led to significant changes in brain activity, particularly increased activation in left temporal regions.
  • These findings suggest that enhanced left temporal activation may be linked to the successful recall and application of learned morpheme-based spelling strategies.