Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI

By E. Temple, Gayle K. Deutsch, Russell A. Poldrack, Steven L. Miller, P. Tallal, Michael M. Merzenich, John D. E. Gabrieli. Proceedings of the National Academy of Sciences of the United States of America, 2003

817 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b90420ed58e8def1963f652dff2f6d7119c8424b

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Citations in the corpus

Model of autism: increased ratio of excitation/inhibition in key neural systems (2003, background): “They also show that highly abnormal distributed response patterns revealed by fMRI imaging in language and reading behaviors are substantially normalized by such training (Temple et al. 2000, 2003).”
The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions (2004, methodology): “Similarly, Temple et al. (2003) used fMRI to examine the effects of an intervention (FastForWord®) on the cortical circuitry of a group of 8- to 12-year-old children with reading difficulties.”
Neuroeducation – A Critical Overview of An Emerging Field (2012, background): “There are a growing number of functional neuroimaging studies that have compared the brain activation of students before and after they have undergone behavioral interventions aimed to remediate the poor reading performance in dyslexia [17–19].”
Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics (2006, background): “…2003; Richards et al., 2000, 2002; Temple et al., 2000, 2003; Shaywitz et al., 2004), temporal–parietal regions (Aylward et al., 2003; Eden et al., 2004; Shaywitz et al., 2004; Simos et al., 2002; Temple et al., 2003), and occipital–temporal regions (Aylward et al., 2003; Shaywitz et al., 2004).”
Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children (2009, background): “This improvement has a neural basis; an increase in brain activity in areas that are underactivated in dyslexia (Temple et al., 2003).”
Harnessing neuroplasticity for clinical applications (2011, neutral): “, 2010), dyslexia (Temple et al., 2003) and depression (Farb et al.”
Age-related Changes in the Activation of the Intraparietal Sulcus during Nonsymbolic Magnitude Processing: An Event-related Functional Magnetic Resonance Imaging Study (2006, methodology): “The realigned data set was then transformed into Talairach space ( Talairach & Tournoux, 1988 ).,Coordinates in parentheses (x, y, z) are Talairach coordinates ( Talairach & Tournoux, 1988 ).”
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience (2008, background): “” A number of neuroscience studies have examined the impact of remediation programs for dyslexia developed by educational researchers (Aylward et al., 2003; Shaywitz et al., 2004; Simos et al., 2002; Temple et al., 2000; Temple et al., 2003).”
Critical period regulation. (2004, background): “The period of refinement is slowed or accelerated by the chronic blockade or enhancement of neuromuscular activity, respectively (see Thompson 1985).”
What Constitutes a Science of Reading Instruction? (2020, background): “A functional magnetic resonance imaging study has shown that phonics instruction alters particular areas of the brain where reading is known to take place (Temple et al., 2003), but remember that this kind of study cannot tell us how to teach reading.”
Development and Plasticity of Intra- and Intersensory Information Processing (2008, background): “Encouraging progress is already being made in the remediation of rapid auditory signal processing in dyslexics (Temple et al, 2003; Gaab et al, 2007).”
When does fading enhance perceptual category learning? (2013, background): “Jamieson and colleagues found that a fading procedure using synthetic speech sounds that exaggerated the underlying formant differences greatly facilitated francophones' acquisition of this distinction (see also Temple et al., 2003).”