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Temporo-parietal Brain Activity as a Longitudinal Predictor of Response to Educational Interventions among Middle School Struggling Readers

Published online by Cambridge University Press:  11 July 2011

Roozbeh Rezaie*
Affiliation:
Department of Pediatrics, Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
Panagiotis G. Simos
Affiliation:
Department of Psychology, University of Crete, Rethymno, Crete, Greece
Jack M. Fletcher
Affiliation:
Department of Psychology, University of Houston, Houston, Texas
Paul T. Cirino
Affiliation:
Department of Psychology, University of Houston, Houston, Texas
Sharon Vaughn
Affiliation:
The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas
Andrew C. Papanicolaou
Affiliation:
Department of Pediatrics, Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
*
Correspondence and reprint requests to: Roozbeh Rezaie, Department of Pediatrics, Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas, 77030 USA. E-mail: roozbeh.rezaie@uth.tmc.edu

Abstract

Spatiotemporal brain activation profiles were obtained from 27 middle school students experiencing difficulties in reading comprehension as well as word-level skills (RD) and 23 age- and IQ-matched non-reading impaired students during performance of an oral pseudoword reading task using Magnetoencephalography (MEG). Based on their scores on standardized reading fluency tests 1 year later, students with RD who showed significant improvement were classified as Adequate Responders (AR) whereas those not demonstrating such gains were classified as Inadequate Responders (IR). At baseline, activation profiles of the AR group featured increased activity in the left supramarginal and angular gyri, as well as in the superior and middle temporal gyri, bilaterally compared to IR. The degree of activity in these regions was a significant predictor of the amount of subsequent gains in reading fluency. These results extend previous functional brain imaging findings of beginning readers, suggesting that recruitment of brain areas that typically serve as key components of the brain circuit for reading is an important factor in determining response to intervention in older struggling readers. (JINS, 2011, 17, 875–885)

Type
Regular Articles
Copyright
Copyright © The International Neuropsychological Society 2011

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