Functional Correlates of Children's Responsiveness to Intervention

Abstract

Functional imaging research has yielded evidence of changes in poor readers after instructional intervention. Although it is well established that within the group of children with poor reading there are differences in behavioral response to intervention, little is know about the functional correlates of responsiveness. Therefore, we acquired functional magnetic resonance imaging (MRI) data from children identified as “at risk for reading disability” who responded differently to a reading intervention (5 responders; 5 nonresponders; 4 controls). Groups differed in activation level of the left hemisphere posterior superior temporal and the middle temporal gyri, suggesting that future imaging studies should consider responders and nonresponders separately.

Acknowledgments

This work was supported in part by the Vanderbilt Kennedy Center Hobbs Discovery Award, Grant R324G060036 from the U. S. Department of Education, Institute of Education Sciences, Grant NS049096 from the National Institute of Neurological Disorders and Stroke, and the National Institutes of Health through the Biomedical MRI and MRS Training Program T32EB001628.