| Title |
Greater functional connectivity between reading and error-detection regions following training with the reading acceleration program in children with reading difficulties
|
|---|---|
| Published in |
Annals of Dyslexia, February 2015
|
| DOI | 10.1007/s11881-015-0096-9 |
| Pubmed ID | |
| Authors |
Tzipi Horowitz-Kraus, Scott K. Holland |
| Abstract |
The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a functional connectivity analysis. Functional magnetic resonance imaging data were collected during a lexical decision task before and after 4 weeks of training with the program, together with reading and executive functions measures. Results indicated improvement in reading, visual attention, and speed of processing in children with RD. Following training, greater functional connectivity was observed between the left fusiform gyrus and the right anterior cingulate cortex in children with RD and between the left fusiform gyrus and the left anterior cingulate cortex in TRs. The change in functional connectivity after training was correlated with increased behavioral scores for word reading and visual attention in both groups. The results support previous findings of improved monitoring and mental lexicon after training with the Reading Acceleration Program in children with RD and TRs. The differences in laterality of the anterior cingulate cortex in children with RD and the presumable role of the cingulo-opercular control network in language processing are discussed. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 50% |
| United Kingdom | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 118 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | <1% |
| Unknown | 117 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 21 | 18% |
| Student > Master | 17 | 14% |
| Researcher | 16 | 14% |
| Student > Bachelor | 15 | 13% |
| Student > Doctoral Student | 7 | 6% |
| Other | 19 | 16% |
| Unknown | 23 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 43 | 36% |
| Neuroscience | 13 | 11% |
| Social Sciences | 12 | 10% |
| Arts and Humanities | 3 | 3% |
| Engineering | 3 | 3% |
| Other | 12 | 10% |
| Unknown | 32 | 27% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 January 2016.
All research outputs
#18,805,293
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Outputs from Annals of Dyslexia
#202
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#265,215
of 362,030 outputs
Outputs of similar age from Annals of Dyslexia
#1
of 1 outputs
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