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Related Experiment Video

Updated: Jan 29, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

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Reading Acquisition in Children: Developmental Processes and Dyslexia-Specific Effects.

Katarzyna Chyl¹, Bartosz Kossowski², Agnieszka Dębska¹

¹Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.

Journal of the American Academy of Child and Adolescent Psychiatry

|February 16, 2019

Summary

Dyslexia (DRs) involves atypical brain development in reading pathways, not just slower skill acquisition. This longitudinal study shows DRs exhibit reduced brain activation compared to typical readers, indicating a distinct developmental trajectory for dyslexia.

Keywords:

dyslexia dyslexia debate longitudinal functional magnetic resonance imaging reading acquisition reading development

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Area of Science:

Neuroscience
Developmental Psychology
Educational Psychology

Background:

Decreased brain activation in specific left-hemisphere pathways is observed in individuals with dyslexia (DRs).
This pattern is also seen in typical beginning readers, making it difficult to distinguish dyslexia from developmental delays.
Previous studies often compared DRs with age-matched peers, confounding reading ability with developmental stage.

Purpose of the Study:

To differentiate the neural correlates of dyslexia from typical reading development.
To investigate the developmental trajectory of reading-related brain activation in DRs and typical readers (TRs).
To disentangle the effects of reading skill from dyslexia using carefully matched control groups.

Main Methods:

A longitudinal study design tracking children from 6-7 years old (TP1) to 8-9 years old (TP3).
Compared brain responses to print in DRs, TRs, and advanced readers (ARs).
Groups were matched for age and initial reading skill (3 words per minute at TP1).

Main Results:

At TP1, DRs and TRs showed similar brain responses.
By TP3, only TRs developed typical reading circuits in the left inferior frontal and fusiform gyri.
DRs at TP3 exhibited hypo-activation in these key reading areas compared to both reading-matched and age-matched controls.

Conclusions:

Hypo-activation in the left fusiform and inferior frontal gyri in DRs reflects an atypical developmental trajectory.
These neural differences in dyslexia cannot be solely attributed to lower reading skills.
The findings highlight distinct neurodevelopmental pathways in dyslexia.