A Case Study of Word Recognition in Child with and without Reading Difficulties: A case study using fMRI (일반 아동과 한글 읽기 장애 아동의 단어 읽기 과제시 뇌활성화 영역 비교: fMRI를 활용한 사례 연구)

Seoung-Woo Ahn (안성우); 김학진; 신미성; Seo， Yoo-Kyung (서유경); 박진영; 박원경

A Case Study of Word Recognition in Child with and without Reading Difficulties: A case study using fMRI

Journal of Special Education: Theory and Practice
Abbr : JSPED
2008, 9(2), pp.405-421
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Seoung-Woo Ahn ¹, 김학진 ¹, 신미성 ¹, Seo， Yoo-Kyung ¹, 박진영 ², 박원경 ³

¹부산대학교
²부산대학교병원
³대구대학교

Accredited

ABSTRACT

The purpose of this study was to compare brain activation profiles of a 6th grader boy with reading difficulties(RD) to those of an age-, gender-, and IQ-matched normal control in 2 silent reading tasks using a functional magnetic resonance imaging. In a word reading task, stimuli consisted of two syllable words with high familiarity whereas in a pseudo-word reading task, stimuli were made up by changing the first or the second syllable of the same words that were used in a word reading task. A child with RD showed increased activation of the right middle cingulum, the left and right inferior occipital gyri and the left fusiform gyrus during a word reading task, areas normally involved in visual processing. In contrast, a normal control showed profiles featuring increased activation of the middle temporal pole, the postcentral gyrus, and the middle temporal gyrus on the left hemisphere. In a pseudo-word reading task, a child with RD showed increased activation of the left and the right linguals and the right middle orbitofrontal gyrus whereas a normal control displayed increased activation of the heschl, the inferior temporal gyrus, the Rolandic operculum, the middle frontal gyrus, the middle cingulum on the left hemisphere and the precentral gyrus and the superior frontal gyrus on the right hemisphere. These results suggest that a word reading in a child with RD might be based on memories of visual properties of words and that a pseudo-word reading in a normal child might be based on phonological information.

KEYWORDS

reading disability, brain activation, fMRI

Citation status

* References for papers published after 2023 are currently being built.

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This paper was written with support from the National Research Foundation of Korea.

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