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Related Experiment Video

Updated: Mar 9, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Structural changes in functionally illiterate adults after intensive training.

Melanie Boltzmann¹, Bahram Mohammadi², Amir Samii³

¹Neurologische Klinik Hessisch-Oldendorf, Germany.

|January 11, 2017

Summary

This summary is machine-generated.

Literacy training improved reading and writing skills in functional illiterates. Brain imaging revealed that structural differences in reading-related areas disappeared after training, correlating with skill improvement.

Keywords:

DTI TBSS VBM evaluation functional illiteracy literacy training

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Area of Science:

Neuroscience
Cognitive Science
Educational Psychology

Background:

Functional illiteracy affects millions, hindering employment and social integration.
Literacy is fundamental for personal and professional development.
Targeted literacy interventions are crucial for addressing these deficits.

Purpose of the Study:

To investigate structural brain changes in functional illiterates following a literacy training program.
To compare brain structure differences between functional illiterates and normal readers.
To determine if literacy training can reverse structural abnormalities associated with poor literacy.

Main Methods:

Employed voxel-based morphometry (VBM) to assess gray matter changes.
Utilized Tract-Based Spatial Statistics (TBSS) on diffusion tensor imaging (DTI) data for white matter analysis (fractional anisotropy - FA).
Compared 20 functional illiterates with 20 adult normal readers before and after the intervention.

Main Results:

Functional illiterates exhibited reduced gray matter intensity in key reading regions (e.g., superior temporal gyrus) and lower FA in the genu of the corpus callosum compared to controls.
Post-training, functional illiterates showed increased gray matter intensity and FA values, reaching levels comparable to controls.
Improvements in literacy skills were positively correlated with the observed structural brain changes.

Conclusions:

Poor literacy skills are linked to structural abnormalities in brain regions critical for reading.
Literacy training can effectively improve both literacy skills and associated brain structure in functional illiterates.
The study demonstrates the brain's plasticity and the potential for remediation of literacy-related deficits.