Brain imaging predicts future reading progress in children with dyslexia

Brain scans of adolescents with dyslexia can be used to predict the future improvement of their reading skills with an accuracy rate of up to 90 percent, new research indicates. Advanced analyses of the brain activity images are significantly more accurate in driving predictions than standardized reading tests or any other measures of children's behavior.

The finding raises the possibility that a test one day could be developed to predict which individuals with dyslexia would most likely benefit from specific treatments.

The research was published Dec. 20, 2010, in the Proceedings of the National Academy of Science.

"This approach opens up a new vantage point on the question of how children with dyslexia differ from one another in ways that translate into meaningful differences two to three years down the line," Bruce McCandliss, Patricia and Rodes Hart Chair of Psychology and Human Development at Vanderbilt University's Peabody College and a co-author of the report, said. "Such insights may be crucial for new educational research on how to best meet the individual needs of struggling readers.

"This study takes an important step toward realizing the potential benefits of combining neuroscience and education research by showing how brain scanning measures are sensitive to individual differences that predict educationally relevant outcomes," he continued.

The research was primarily conducted at Stanford University and led by Fumiko Hoeft, associate director of neuroimaging applications at the Stanford University School of Medicine. In addition to McCandliss, Hoeft's collaborators included researchers at MIT, the University of Jyväskylä in Finland and the University of York in the United Kingdom.

"This finding provides insight into how certain individuals with dyslexia may compensate for reading difficulties," Alan E. Guttmacher, director of the National Institutes of Health's Eunice Kennedy Shriver National Institute of Child Health and Human Development, which provided funding for the study, said.

"Understanding the brain activity associated with compensation may lead to ways to help individuals with this capacity draw upon their strengths," he continued. "Similarly, learning why other individuals have difficulty compensating may lead to new treatments to help them overcome reading disability."

The researchers used two types of brain imaging technology to conduct their study. The first, functional magnetic resonance imaging (fMRI), depicts oxygen use by brain areas involved in a particular task or activity. The second, diffusion tensor magnetic resonance imaging (DTI), maps white matter tracts that are the brain's wiring, revealing connections between brain areas.

The 45 children who took part in the study ranged in age from 11 to 14 years old. Each child first took a battery of tests to determine their reading abilities. Based on these tests, the researchers classified 25 children as having dyslexia, which means that they exhibited significant difficulty learning to read despite having typical intelligence, vision and hearing and access to typical reading instruction.