Davis Nicole, Barquero Laura, Compton Donald L, Fuchs Lynn S, Fuchs Douglas, Gore John C, Anderson Adam W
Vanderbilt University Institute of Imaging Science, Nashville, Tennessee 37203-5721, USA.
Dev Neuropsychol. 2011;36(3):288-301. doi: 10.1080/87565641.2010.549875.
Functional imaging research has yielded evidence of changes in poor readers after instructional intervention. Although it is well established that within the group of children with poor reading there are differences in behavioral response to intervention, little is know about the functional correlates of responsiveness. Therefore, we acquired functional magnetic resonance imaging (MRI) data from children identified as "at risk for reading disability" who responded differently to a reading intervention (5 responders; 5 nonresponders; 4 controls). Groups differed in activation level of the left hemisphere posterior superior temporal and the middle temporal gyri, suggesting that future imaging studies should consider responders and nonresponders separately.
功能成像研究已经得出了关于阅读能力较差的人在接受教学干预后的变化的证据。虽然在阅读能力较差的儿童群体中，对干预的行为反应存在差异这一点已得到充分证实，但对于反应性的功能相关性却知之甚少。因此，我们从被确定为“有阅读障碍风险”的儿童那里获取了功能磁共振成像（MRI）数据，这些儿童对阅读干预的反应各不相同（5名反应者；5名无反应者；4名对照组）。不同组在左半球后颞上回和颞中回的激活水平上存在差异，这表明未来的成像研究应该分别考虑反应者和无反应者。
