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"This verified our findings and those of others and confirms that dyslexia is biologically based," said Flowers.

The researchers then tested to see if instruction in phonics would improve reading ability and produce changes in brain activation. Half of the participants with dyslexia received phonics-based instruction 15 hours a week for eight weeks. Before the instruction began, they completed pen-and-paper tests to measure their reading ability and underwent fMRI. After the instruction, they completed a second round of written and fMRI testing.

The written tests showed that participants who received instruction made gains of between six and 23 percent in text reading, phonetic awareness and the ability to "decode" the written word. fMRI testing revealed that the improvements in reading corresponded to increased activity in areas of the brain associated with phonetic processing, being able to associate a symbol with a sound and being able to recognize whether a string of letters represents a word.

Flowers said the gains in reading ability were significant enough to make a difference in the everyday lives of participants.

"One woman who had never read a book now sets her alarm clock early to get up and read before going to work," she said.

Flowers said phonics-based instruction was chosen for the research because it has proven successful in children. She said the researchers are currently working to see if a less intensive program will have the same benefits.

She recommends that adult dyslexics who want to get reading instruction select a phonics-based program that focuses on the structure of language and how language works. It should also
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Contact: Karen Richardson
krchrdsn@wfubmc.edu
336-716-4587
Wake Forest University Baptist Medical Center
27-Oct-2004