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Brain Activation Profiles During the Early Stages of Reading Acquisition

Department of Neurosurgery, The University of Texas Health Science Center-Houston

Jack M. Fletcher, PhD

The Vivian L. Smith Center for Neurologic Research, and Department of Pediatrics, The University of Texas Health Science Center-Houston

Barbara R. Foorman, PhD

The Vivian L. Smith Center for Neurologic Research, and Department of Pediatrics, The University of Texas Health Science Center-Houston

David J. Francis, PhD

Department of Psychology, University of Houston, Houston, TX

Eduardo M. Castillo, PhD

Department of Neurosurgery, The University of Texas Health Science Center-Houston

Robert N. Davis, MA

Department of Neurosurgery, The University of Texas Health Science Center-Houston, Department of Psychology, University of Houston, Houston, TX

Michele Fitzgerald, BA

Department of Neurosurgery, The University of Texas Health Science Center-Houston

Patricia G. Mathes, PhD

The Vivian L. Smith Center for Neurologic Research, and Department of Pediatrics, The University of Texas Health Science Center-Houston

Carolyn Denton, PhD

The Vivian L. Smith Center for Neurologic Research, and Department of Pediatrics, The University of Texas Health Science Center-Houston

Andrew C. Papanicolaou, PhD

Department of Neurosurgery, The University of Texas Health Science Center-Houston

In the present study, we demonstrate for the first time the presence of an aberrant brain mechanism for reading in children who have just started acquiring reading skills. Children who, at the end of kindergarten, are found to be at risk for developing reading problems display markedly different activation profiles than children who have, at this stage, already mastered important prereading skills. This aberrant profile is characterized by the lack of engagement of the left-hemisphere superior temporal region, an area normally involved in converting print into sound, and an increase in activation in the corresponding right-hemisphere region. This finding is consistent with current cognitive models of reading acquisition and dyslexia, pointing to the critical role of phonologic awareness skills in learning to read. (J Child Neurol 2002;17:159-163).

Journal of Child Neurology, Vol. 17, No. 3, 159-163 (2002)
DOI: 10.1177/088307380201700301


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