posed the challenge to reading researchers to determine the (a) instructional approaches and methods (e.g., content, delivery) and (b) contextual-specific conditions (e.g., student-teacher ratio, time) to address student-specific conditions (e.g., skill deficit areas, disability) to meet the needs of all learners. The identification of evidence-based practices (EBPs)

The present study traced the emergence of the neural circuits for reading in five-year-old children of diverse pre-literacy ability. In the fall and winter of kindergarten, children performed a oneback task with letter versus false font stimuli during fMRI scanning. At the start of kindergarten, children with on-track pre-literacy skills (OT) recruited bilateral temporo-parietal regions for the letter > false font comparison. In contrast, children at-risk for reading difficulty (AR) showed no differential activation in this region. Following 3 months of kindergarten and, for AR children, supplemental reading instruction, OT children showed left-lateralized activation in the temporoparietal region, whereas AR children showed bilateral activation and recruitment of frontal regions including the anterior cingulate cortex. These data suggest that typical reading development is associated with initial recruitment and subsequent disengagement of right hemisphere homologous regions while atypical reading development may be associated with compensatory recruitment of frontal regions.Over the past 20 years, a number of neuroimaging studies have examined the nature, development, dysfunction, and remediation of cortical circuits for reading. Studies of proficient, adult readers have identified three left-hemisphere regions that comprise a putative reading network. These include dorsal and ventral posterior regions and one anterior region (Pugh et al., 2000(Pugh et al., , 2001Schlaggar and McCandliss, 2007). The posterior dorsal region, located at and around the temporo-parietal junction, including the posterior part of the superior temporal gyrus, supramarginal gyrus, and angular gyrus, has been hypothesized to be recruited for phonological processing (Church et al., 2008; Temple, © 2010 Elsevier Inc. All rights reserved.Correspondence should be addressed to Yoshiko Yamada (yyamada@uoregon.edu). Courtney Stevens is now at the Department of Psychology, Willamette University. David Chard is now at the School of Education and Human Development, Southern Methodist University.Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptNeuroimage. Author manuscript; available in PMC 2012 August 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript2002) and the conversion of orthographical (visual) information to phonological (auditory) form (Pugh et al., 2000(Pugh et al., , 2001Shaywitz et al., 1998), which involves integration of multimodal information (Booth et al., 2002;van Atteveldt et al., 2004). The posterior ventral region, ...

In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on criterion measures received small-group supplemental intervention. Measures included a combination of commercial normative referenced measures and specific skill and construct measures to assess growth or change in reading risk status relative to 30th percentile benchmarks. Results indicated that consistent with the findings of prior research involving students with comparable entry-level performance, the majority of children identified as at risk in the beginning of kindergarten responded early and positively to intervention. On average, absolute performance levels at the end of kindergarten positioned students for trajectories of later reading performance that exceeded the 50th percentile on the majority of measures. Moreover, changes in risk status that occurred early were generally sustained over time. Only oral reading fluency performance failed to exceed the 30th percentile for the majority of students.

The results provide preliminary evidence suggesting that graph theoretical analysis may be a sensitive tool in pediatric TBI for detecting ( a) abnormalities of structural connectivity in brain network and ( b) structural neuroplasticity associated with neurobehavioral improvement following a short-term intervention for attention and EF.