Unit 2 (Special Needs): Changes In Brain Function in Children with Dyslexia After Training

The issue and explanation of dyslexia seems to be an ever-growing concern when trying to decide why certain students are having difficulty learning. This article outlines a study that was conducted with dyslexic children showing that the use of a technology program (Fast ForWord Language) can have a positive change in brain function and improve their reading ability. By the use of an fMRI (a variant of the tradition MRI, which is used for visualization of any soft tissue inside the body), researchers were able to see the function of the brain through the measurable levels of oxygen present in different parts of the brain. An increase of blood flow in certain parts of the brain can be the result of thinking, seeing, or imagining something. The author explains that there are certain characteristics that help define dyslexic individuals, this includes: difficulty in phonological processing, the ability to identify and manipulate the sound structure of word; and, deficiency in “auditory processing of rapid auditory sounds that are entering the nervous system in the 10’s of milliseconds” (p. 47). Both of these characteristics were used to help form the biases for the study. By focusing on the activity of a particular area of the brain (Tempo-Parietal Cortex) researchers were able to see the results of an 8 week, 5 days a week, 100 minutes a day training program administered to (20) 8-12 year old children with dyslexia. The results not only included an increase in activity in the particular area, improving their reading performance, but also an increase in activity in areas not normally involved in phonological processing (the areas of compensation for individuals with dyslexia). Being the first study to use fMRI to explore brain function in dyslexia individuals, it opens up the possibility for further research for other disabilities and how technology can assist in improving learning.

Studies like this are important to take note of, especially for a teacher. Understanding the difficulties that some of my students may face will create a level of empathy for their specific circumstances and provide a structure in which I can design the lessons to maximize their learning experience. Realizing that I will have students with learning disabilities (dyslexia, ADHD, ADD), I must be prepared to accommodate their unique situations. How frustrating it must be for students who have not yet been diagnosed with dyslexia and are told that they are not trying hard enough. If some of my students do show difficulty learning the content in my class, I hope to incorporate different teaching strategies to reach the individuals that are struggling in particular areas. The great thing about art class is that the students learn to communicate through a visual language expressing their ideas and concerns through the material. I want to stress the importance of this so that all of my students will benefit from their experience in my classroom feeling welcomed and a crucial member of the learning community.

Temple, E. (2003), Changes in brain function in children with dyslexia after training. The Phonics Bulletin, 1-3.