Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention

Perdue, Meaghan V.; Mahaffy, Kelly; Vlahcevic, Katherine; Wolfman, Emma; Erbeli, Florina; Richlan, Fabio; Landi, Nicole

doi:10.1016/j.neubiorev.2021.11.011

Cited by 26 publications

(38 citation statements)

References 144 publications

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“…The authors themselves expressed caution in their interpretation of these results because of the variability in the methodologies used in these studies ( Barquero et al, 2014 ). A more recent meta-analysis found no such convergence of results anywhere in the brain ( Perdue et al, 2022 ) and pointed out significant limitations in the existing studies. It is worth noting that ours is the first study to use a within-subject control period to assess activation changes in dyslexia.…”

Section: Discussionmentioning

confidence: 99%

“…Notably, other left-hemisphere regions typically involved in reading, that is left OTC and PTC, were not found to change. A more recent meta-analysis of changes in brain activation following reading intervention of eight studies (151 participants) and differing from the Barquero meta-analysis by two out of eight studies, found no results ( Perdue et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Brain Activity in Characterizing Successful Reading Intervention in Children With Dyslexia

et al. 2022

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Studies of reading intervention in dyslexia have shown changes in performance and in brain function. However, there is little consistency in the location of brain regions associated with successful reading gains in children, most likely due to variability/limitations in methodologies (study design, participant criteria, and neuroimaging procedures). Ultimately for the results to be meaningful, the intervention has to be successful, be assessed against a control, use rigorous statistics, and take biological variables (sex) into consideration. Using a randomized, crossover design, 31 children with dyslexia were assigned to a phonological- and orthographic-based tutoring period as well as a within-subjects control period to examine: (1) intervention-induced changes in behavior (reading performance) and in brain activity (during reading); and (2) behavioral and brain activity pre-intervention data that predicted intervention-induced gains in reading performance. We found gains in reading ability following the intervention, but not following the control period, with no effect of participants’ sex. However, there were no changes in brain activity following the intervention (regardless of sex), suggesting that individual brain changes are too variable to be captured at the group level. Reading gains were not predicted by pre-intervention behavioral data, but were predicted by pre-intervention brain activity in bilateral supramarginal/angular gyri. Notably, some of this prediction was only found in females. Our results highlight the limitations of brain imaging in detecting the neural correlates of reading intervention in this age group, while providing further evidence for its utility in assessing eventual success of intervention, especially if sex is taken into consideration.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Brain Activity in Characterizing Successful Reading Intervention in Children With Dyslexia

et al. 2022

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“…Recently, Perdue et al (2022) conducted a quantitative meta-analysis using seed-based d mapping ( Albajes-Eizagirre et al, 2019 ) on changes in brain activation pre/post reading intervention in people with—or at risk for—RD. In sum, eight fMRI studies that met predefined inclusion criteria (total aggregated sample size = 151 participants, mean age per study = 5.6–44 years) were included in the meta-analysis, which followed the strict PRISMA statement for transparent reporting of systematic reviews and meta-analyses evaluating the effects of interventions ( Page et al, 2021 ).…”

Section: Reading Intervention and Neuroplasticitymentioning

confidence: 99%

“…The primary limiting factor, however, is the use of region/volume of interest (ROI/VOI) analysis instead of whole-brain analysis, which renders objective coordinate-based meta-analysis difficult if not impossible and therefore has been a methodological exclusion criterion. Discussing their findings, Perdue et al (2022) suggest, that future reading intervention studies should employ exploratory, spatially unrestricted whole-brain analysis in larger samples to adequately assess the effects of reading intervention on brain activation.…”

Section: Reading Intervention and Neuroplasticitymentioning

confidence: 99%

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The Functional Neuroanatomy of Reading Intervention

Braid

Richlan

2022

Front. Neurosci.

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The present article reviews the literature on the brain mechanisms underlying reading improvements following behavioral intervention for reading disability. This includes evidence of neuroplasticity concerning functional brain activation, brain structure, and brain connectivity related to reading intervention. Consequently, the functional neuroanatomy of reading intervention is compared to the existing literature on neurocognitive models and brain abnormalities associated with reading disability. A particular focus is on the left hemisphere reading network including left occipito-temporal, temporo-parietal, and inferior frontal language regions. In addition, potential normalization/compensation mechanisms involving right hemisphere cortical regions, as well as bilateral sub-cortical and cerebellar regions are taken into account. The comparison of the brain systems associated with reading intervention and the brain systems associated with reading disability enhances our understanding of the neurobiological basis of typical and atypical reading development. All in all, however, there is a lack of sufficient evidence regarding rehabilitative brain mechanisms in reading disability, which we discuss in this review.

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A volumetric asymmetry study of gray matter in individuals with and without dyslexia

Nisbet,

Kostiw,

Huynh

et al. 2024

J of Neuroscience Research

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Brain imaging work aimed at increased classification of dyslexia has underscored an important relationship between anterior (i.e., the inferior frontal gyrus; IFG) and posterior (i.e., superior temporal gyrus and supramarginal gyrus) brain regions. The extent to which the three components of the inferior frontal gyrus, namely the pars orbitalis, triangularis, and opercularis, are differentially related to the posterior regions, namely the superior temporal gyrus and supramarginal gyrus, needs further elucidation. Information about the nature of the anterior–posterior connections would facilitate our understanding of the neural underpinnings associated with dyslexia. Adult participants (N = 38; 16 with dyslexia) took part in an MRI study, whereby high‐resolution structural scans were obtained. Volumetric asymmetry of the three regions of the IFG, the superior temporal gyrus, and the supramarginal gyrus was extracted. Significant differences were found for each of the three IFG regions, such that skilled readers had a greater leftward asymmetry of the orbitalis and triangularis, and greater rightward asymmetry of the opercularis, when compared to individuals with dyslexia. Furthermore, the pars triangularis was significantly associated with leftward asymmetry of the superior temporal gyrus for skilled but not dyslexic participants. For individuals with dyslexia, the cortical asymmetry of the IFG, and the corresponding connections with other reading‐related brain regions, is inherently different from skilled readers. We discuss our findings in the context of the print‐to‐speech framework to further our understanding of the neural underpinnings associated with dyslexia.

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Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention

Cited by 26 publications

References 144 publications

The Role of Brain Activity in Characterizing Successful Reading Intervention in Children With Dyslexia

The Role of Brain Activity in Characterizing Successful Reading Intervention in Children With Dyslexia

The Functional Neuroanatomy of Reading Intervention

A volumetric asymmetry study of gray matter in individuals with and without dyslexia

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