Children with reading disabilities use more of their brains to comprehend sentences, says one of the first published studies to use functional magnetic resonance imaging to compare brain activity associated with sentence comprehension among children with reading disabilities and typical readers.
The study, published in the June issue of the journal Cerebral Cortex, also noted that increased activation in specific regions of the brain contributed to poorer performance on reading and language measures. The research was led by Laurie Cutting, the director of the Education and Brain Research Program at the Kennedy Krieger Institute in Baltimore.
The research is expected to provide the initial foundations for understanding the neurological processes underlying higher-level reading skills.
A version of this article appeared in the October 01, 2008 edition of Education Week