ArticleImaging neuroscience (Cambridge, Mass.)2024
White matter microstructural plasticity associated with educational intervention in reading disability.
Article in Imaging neuroscience (Cambridge, Mass.), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Emerging technologies and neuroscience-based approaches in dyslexia: a narrative review toward integrative and personalized solutions.Frontiers in human neuroscience · 2025Pooled it
- Assessing white matter plasticity in a randomized controlled trial of early literacy training in preschoolers.PloS one · 2025Trial
- Anatomy of the Visual Word Form Area in Dyslexia.bioRxiv : the preprint server for biology · 2026Article
- Short-Term Developmental Trajectories of Dorsal-Ventral Pathways and Their Relationships with First-Grade Learning.bioRxiv : the preprint server for biology · 2026Article
- White Matter Diffusivity Predicts Change in Sight Word Reading Following Continuous Theta Burst Stimulation to the Left Temporal Parietal Junction.Neurobiology of language (Cambridge, Mass.) · 2026Article
- The balance between stability and plasticity of the visual word form area in dyslexia.Nature communications · 2025Article
- Mapping the development of neural structures supporting literacy.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Functional connectivity between the uncinate fasciculus and frontotemporal semantic system supports reading comprehension in adolescents.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- Development of the arcuate fasciculus is linked to learning gains in reading.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- Differences in educational opportunity predict white matter development.Developmental cognitive neuroscience · 2024Article
- Reaching Students with Reading Disabilities During the Summer.Policy insights from the behavioral and brain sciences · 2024Article
- Reflections on the past two decades of Mind, Brain, and Education.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Children's reading progress typically slows during extended breaks in formal education, such as summer vacations. This stagnation can be especially concerning for children with reading difficulties or disabilities, such as dyslexia, because of the potential to exacerbate the skills gap between them and their peers. Reading interventions can prevent skill loss and even lead to appreciable gains in reading ability during the summer. Longitudinal studies relating intervention response to brain changes can reveal educationally relevant insights into rapid learning-driven brain plasticity. The current work focused on reading outcomes and white matter connections, which enable communication among the brain regions required for proficient reading. We collected reading scores and diffusion-weighted images at the beginning and end of summer for 41 children with reading difficulties who had completed either 1st or 2nd grade. Children were randomly assigned to either receive an intensive reading intervention (
Indexed as
Identifiers
What OpenQuestion holds
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.