Neural Mechanisms of Successful Intervention in Children With Dyslexia

Not Applicable

Brief Summary: Dyslexia, an impairment in accurate or fluent word recognition, is the most common learning disability affecting roughly ten percent of children. This proposal capitalizes on cutting edge neuroimaging methods, in combination with reading education programs, to generate a new understanding of how successful reading education shapes the development of the brain circuits that support skilled reading. A deeper understanding of the mechanisms of successful remediation of dyslexia, and individual differences in learning, will pave the way for personalized approaches to dyslexia treatment.

Recruitment & Eligibility

Inclusion Criteria

Reading difficulties defined as low scores on standardized measures of reading skills

Exclusion Criteria

no major contraindication for MRI (braces, metal implants, pacemakers, vascular stents, or metallic ear tubes).
Because the study involves measurements of reading and language ability, new recruits will be native English speakers.
Subjects have no history of neurological disorder, significant psychiatric problems
exclude claustrophobic subjects since an MRI might be uncomfortable for them.

Arm && Interventions

Group	Intervention	Description
Lindamood-Bell Seeing Stars	Lindamood-Bell Seeing Stars	Subjects receive reading instruction focusing on the building blocks of reading

Primary Outcome Measures

Name	Time	Method
White matter plasticity	Change between baseline (within 2 weeks pre-intervention) and post-intervention (1 year follow-up)	Change in white matter mean diffusivity measured with diffusion MRI

Secondary Outcome Measures

Name	Time	Method

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