Changes in brain function in children with dyslexia after training- Unit 2

This article focuses on children and adults with dyslexia. While there is no clear understanding of the causes of dyslexia, research is revealing how the activity of certain areas of the brain in people with the disorder is markedly below-normal during tasks that involve auditory process and oral language recognition. The article discusses how functional magnetic resonance imaging (fMRI) can be used to safely and non-invasively measure the brain activity of children and adults during specific tasks. This technique was used to study the effects of remedial training via an auditory learning and oral language software, Fast Forward Language, on the brain function of children with dyslexia. Children with dyslexia were trained using the software, and their fMRI scans from before and after the training were compared (normal children were also used in the study as a control). The results found that prior to the software program children with dyslexia had significantly lower activity levels in a specific area of the brain. After training, two things were observed: first, the activity levels in that area of the brain became much closer to normal levels in dyslexic children. Second, other areas of the brain not known for their function in the tasks presented to the children showed increased activity levels, indicating compensation by other parts of the brain for underdeveloped or damaged areas. The studies have had an impact on dyslexia research because they have shown that the disorder may be strongly tied to biological underdevelopments.

Temple, E. (2003). Changes in brain function in children with dyslexia after training. The Phonics Bulletin, May, 1-3.

I found this article to be particularly interesting as a future science teacher, because it provides much insight into the challenges that I can expect to face with students who have learning disabilities. In a subject area where the distinction between sounds, letters, and words has generally determined the success of the student in learning, I can use my knowledge of how dyslexia affects learning in some students as a way to develop teaching techniques that can help to accommodate students. Also, the fact that brain function has been shown as a possible link to dyslexia in children may also provide a way to incorporate a scientific look at learning disabilities within my classroom curriculum.