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Related Experiment Video

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Reading acceleration training changes brain circuitry in children with reading difficulties.

Tzipi Horowitz-Kraus¹, Jennifer J Vannest¹, Darren Kadis¹

¹Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio.

Brain and Behavior

|November 4, 2014

Summary

The Reading Acceleration Program (RAP) enhances reading skills and brain activity in children with dyslexia and typical readers. It improves left hemisphere activation and engages compensatory pathways in the right frontal lobe for struggling readers.

Keywords:

Children dyslexia fluency imaging reading

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Area of Science:

Neuroscience
Developmental Psychology
Educational Psychology

Background:

Dyslexia is a reading disorder characterized by slow, inaccurate reading.
The Reading Acceleration Program (RAP) has previously improved reading speed and accuracy in individuals with dyslexia and typical readers.
The neural underpinnings of RAP's effects on reading circuitry remain underexplored.

Purpose of the Study:

To investigate the impact of RAP training on the neural circuitry of reading.
To compare the effects of RAP on brain activation in children with reading difficulties and typical readers.
To examine changes in brain activity using functional magnetic resonance imaging (fMRI) during a lexical decision task.

Main Methods:

Participants included children aged 8-12 years with reading difficulties and typical readers.
Both groups underwent 4 weeks of RAP training.
fMRI scans were conducted before and after the training period.

Main Results:

RAP training led to improved oral and silent reading speed in both groups.
Increased left hemisphere activation was observed in both children with reading difficulties and typical readers post-training.
Children with reading difficulties showed improved reading comprehension linked to increased right frontal lobe activation.

Conclusions:

The RAP demonstrates differential effects on reading neural circuits in children with and without reading difficulties.
The intervention appears to promote the use of typical reading neural circuits.
The RAP may stimulate compensatory neural pathways in the developing brains of children with reading difficulties to support reading.