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

Previous fMRI studies in English-speaking samples suggested that specific interventions may alter brain function in language-relevant networks in children with reading and spelling difficulties, but this research strongly focused on reading impaired individuals. Only few studies so far investigated...

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Autores principales:	Daniela Gebauer, Andreas Fink, Reinhard Kargl, Gernot Reishofer, Karl Koschutnig, Christian Purgstaller, Franz Fazekas, Christian Enzinger
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2012
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/6c22d60407ff46beb43f17cef55735c0
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spelling	oai:doaj.org-article:6c22d60407ff46beb43f17cef55735c02021-11-18T07:16:40ZDifferences in brain function and changes with intervention in children with poor spelling and reading abilities.1932-620310.1371/journal.pone.0038201https://doaj.org/article/6c22d60407ff46beb43f17cef55735c02012-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22693600/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203Previous fMRI studies in English-speaking samples suggested that specific interventions may alter brain function in language-relevant networks in children with reading and spelling difficulties, but this research strongly focused on reading impaired individuals. Only few studies so far investigated characteristics of brain activation associated with poor spelling ability and whether a specific spelling intervention may also be associated with distinct changes in brain activity patterns. We here investigated such effects of a morpheme-based spelling intervention on brain function in 20 children with comparatively poor spelling and reading abilities using repeated fMRI. Relative to 10 matched controls, children with comparatively poor spelling and reading abilities showed increased activation in frontal medial and right hemispheric regions and decreased activation in left occipito-temporal regions prior to the intervention, during processing of a lexical decision task. After five weeks of intervention, spelling and reading comprehension significantly improved in the training group, along with increased activation in the left temporal, parahippocampal and hippocampal regions. Conversely, the waiting group showed increases in right posterior regions. Our findings could indicate an increased left temporal activation associated with the recollection of the new learnt morpheme-based strategy related to successful training.Daniela GebauerAndreas FinkReinhard KarglGernot ReishoferKarl KoschutnigChristian PurgstallerFranz FazekasChristian EnzingerPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 7, Iss 5, p e38201 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Daniela Gebauer Andreas Fink Reinhard Kargl Gernot Reishofer Karl Koschutnig Christian Purgstaller Franz Fazekas Christian Enzinger Differences in brain function and changes with intervention in children with poor spelling and reading abilities.
description	Previous fMRI studies in English-speaking samples suggested that specific interventions may alter brain function in language-relevant networks in children with reading and spelling difficulties, but this research strongly focused on reading impaired individuals. Only few studies so far investigated characteristics of brain activation associated with poor spelling ability and whether a specific spelling intervention may also be associated with distinct changes in brain activity patterns. We here investigated such effects of a morpheme-based spelling intervention on brain function in 20 children with comparatively poor spelling and reading abilities using repeated fMRI. Relative to 10 matched controls, children with comparatively poor spelling and reading abilities showed increased activation in frontal medial and right hemispheric regions and decreased activation in left occipito-temporal regions prior to the intervention, during processing of a lexical decision task. After five weeks of intervention, spelling and reading comprehension significantly improved in the training group, along with increased activation in the left temporal, parahippocampal and hippocampal regions. Conversely, the waiting group showed increases in right posterior regions. Our findings could indicate an increased left temporal activation associated with the recollection of the new learnt morpheme-based strategy related to successful training.
format	article
author	Daniela Gebauer Andreas Fink Reinhard Kargl Gernot Reishofer Karl Koschutnig Christian Purgstaller Franz Fazekas Christian Enzinger
author_facet	Daniela Gebauer Andreas Fink Reinhard Kargl Gernot Reishofer Karl Koschutnig Christian Purgstaller Franz Fazekas Christian Enzinger
author_sort	Daniela Gebauer
title	Differences in brain function and changes with intervention in children with poor spelling and reading abilities.
title_short	Differences in brain function and changes with intervention in children with poor spelling and reading abilities.
title_full	Differences in brain function and changes with intervention in children with poor spelling and reading abilities.
title_fullStr	Differences in brain function and changes with intervention in children with poor spelling and reading abilities.
title_full_unstemmed	Differences in brain function and changes with intervention in children with poor spelling and reading abilities.
title_sort	differences in brain function and changes with intervention in children with poor spelling and reading abilities.
publisher	Public Library of Science (PLoS)
publishDate	2012
url	https://doaj.org/article/6c22d60407ff46beb43f17cef55735c0
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Differences in brain function and changes with intervention in children with poor spelling and reading abilities.

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