ArticleNeuroImage. Clinical2019
Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent reading.
Article in NeuroImage. Clinical, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 35 papers, 2 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
35 citing papers in PubMed, 2 syntheses or guidelines pooled it, 66 citations in OpenAlex.
- Culture Shapes the Neural Functional Alteration and Its Development in Children With Dyslexia: A Cross-Linguistic Meta-Analysis.Developmental science · 2026Pooled it
- Pooled it
- Dense longitudinal neuroimaging reveals individual brain change trajectories.Trends in cognitive sciences · 2026Review
- Functional Specialization of the Visual Word Form Area During Word Reading: A Multimodal Neuroimaging Study.Neurobiology of language (Cambridge, Mass.) · 2026Article
- White Matter Networks of Phonological Awareness in Chinese Readers.Brain and behavior · 2025Article
- Anatomical and behavioural correlates of auditory perception in developmental dyslexia.Brain : a journal of neurology · 2025Article
- Assessment of alterations in regional homogeneity and amplitude of low-frequency fluctuations in children with dyslexia.Turkish journal of medical sciences · 2025Article
- Data-driven exploratory method investigation on the effect of dyslexia education at brain connectivity in Turkish children: a preliminary study.Brain structure & function · 2024Article
- Article
- Reading reshapes stimulus selectivity in the visual word form area.bioRxiv : the preprint server for biology · 2024Article
- Music literacy improves reading skills via bilateral orthographic development.Scientific reports · 2024Article
- Age-related changes in individuals with and without reading disability: Behavioral and fMRI evidence.Imaging neuroscience (Cambridge, Mass.) · 2024Article
- Learning to Read Strengthens Functional Connectivity Between the Ventral Occipitotemporal Cortex and the Superior Temporal Gyrus During an Auditory Phonological Awareness Task.Journal of speech, language, and hearing research : JSLHR · 2023Article
- The behavioral and neurobiological relationships between executive function and reading: A review and preliminary findings.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Lexical and sublexical cortical tuning for print revealed by Steady-State Visual Evoked Potentials (SSVEPs) in early readers.Developmental science · 2023Article
- The Role of Visual Factors in Dyslexia.Journal of cognition · 2023Article
- Neural Specialization for English and Arabic Print in Early Readers.Neurobiology of language (Cambridge, Mass.) · 2023Article
- Patterns of Neural Functional Connectivity in Infants at Familial Risk of Developmental Dyslexia.JAMA network open · 2022Article
- Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading.Journal of research in reading · 2022Article
- Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia.Annals of dyslexia · 2022Article
Corrections and comments
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Authors and funding
8 authors at 4 institutions in 1 country.
Funding
Abstract
Dyslexia is a common neurobiological disorder in which a child fails to acquire typical word reading skills despite adequate opportunity and intelligence. The visual word form area (VWFA) is a region within the left fusiform gyrus that specializes for print over the course of reading acquisition and is often hypoactivated in individuals with dyslexia. It is currently unknown whether atypicalities in this brain region are already present in kindergarten children who will subsequently develop dyslexia. Here, we measured fMRI activation in response to letters and false fonts in bilateral fusiform gyrus in children with and without risk for dyslexia (defined by family history or low scores on assessments of pre-reading skills, such as phonological awareness). We then followed these children longitudinally through the end of second grade to evaluate whether brain activation patterns in kindergarten were related to second-grade reading outcomes. Compared to typical readers who exhibited no risk factors for reading impairment in kindergarten, there was significant hypoactivation to both letters and false-fonts in the left fusiform gyrus in at-risk children who subsequently developed reading impairment, but not in at-risk children who developed typical reading skills. There were no significant differences in letter- or false-font responses in the right fusiform gyrus among the groups. The finding that hypoactivation to print in the VWFA is present in children who subsequently develop reading impairment even prior to the onset of formal reading instruction suggests that atypical responses to print play an early role in the development of reading impairments such as dyslexia.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.