Previous studies have shown that some children with reading difficulties (RD) respond well to reading intervention while others do not. The purpose of this study was to examine whether functional neuroimaging prior to intervention could be used to distinguish intervention responders from nonresponders. The participants were 54 children and adolescents (8-14 years of age) who were assigned to groups of RD receiving treatment (RD, n=23), RD waitlisted for treatment (RD-WL, n=16), and typically developing readers receiving no treatment (TD, n=15). The RD and TD participants performed a single word reading task during fMRI scanning prior to intervention. RD participants received 15 hours of intensive reading intervention. Before and after implementation of the treatment, word-level reading measures were administered and word-level growth was used to determine responsiveness status. Whole brain and region of interest (ROI) analyses of reading-related areas both revealed that nonresponders differed from responders, and that nonresponders showed greater dissimilarity from TD than did responders. Multivariate pattern analysis indicated that pre-intervention behavioral measures and functional imaging were comparable in sorting responders and nonresponders.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03162015-085812 |
| Date | 31 March 2015 |
| Creators | Barquero, Laura Alley |
| Contributors | Laurie E. Cutting, Donald L. Compton, Lynn S. Fuchs, Adam W. Anderson |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03162015-085812/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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