Poor Readers, Given New Lessons, Show Changes in Brain Activity

Researchers found that after an average of 105 hours of tutoring, the children in the intensive reading program read more accurately and with more fluency. Moreover, functional magnetic-resonance imaging revealed that the activity in the brains of children in the intensive intervention group continued to resemble the normal activity found in good readers a year after the experimental intervention had concluded.

The brains of the poor readers receiving normal school interventions didn’t show the same change in brain activity.

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