New Stanford-Led Study Highlights Impact of Reading Intervention on Brain Development in Children with Dyslexia
San Luis Obispo, CA — A groundbreaking study published in Nature Communications and spearheaded by Stanford University reveals that the Lindamood-Bell reading intervention program not only improves reading skills in children with dyslexia but also strengthens the brain’s reading circuits.
Study Overview: Dyslexia Intervention and Brain Activity
This research, backed by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, culminates a six-year neurobiological dyslexia intervention collaboration among Stanford University, the University of Washington, and Lindamood-Bell Learning Processes. The study utilized the dyslexia intervention provided by Lindamood-Bell Learning Centers.
A randomized controlled trial followed children aged 7–13, using functional MRI to monitor brain activity up to five times over a year. Forty-four children with dyslexia engaged in an intensive reading intervention program implemented by Lindamood-Bell experts, utilizing Nanci Bell’s Seeing Stars® program. A control group, including 43 children with and without dyslexia, did not receive the intervention.
Key Findings: Impact on the Visual Word Form Area
Researchers focused on the Visual Word Form Area (VWFA), crucial for fluent word recognition. Dyslexia, affecting about 5–10% of people, is associated with reduced size and responsiveness in this region.
After eight weeks of intensive instruction, children with dyslexia improved their reading levels by nearly one grade level on average. The control group did not exhibit similar progress.
Neurobiological Changes from Reading Intervention
Brain imaging revealed substantial growth in the VWFA among children who participated in the reading intervention. Those who did not receive instruction showed no comparable changes.
“The evidence-based reading intervention program appears to build this region in the dyslexic brain,” stated lead researcher Dr. Jason Yeatman of Stanford University. “It not only enhances reading skills but also strengthens brain circuits.”
Researchers noted significant progress, yet some neural differences persisted a year later, suggesting that dyslexia involves enduring neurobiological characteristics alongside the brain’s adaptability.
The study highlights a critical insight: dyslexia is both a neurological condition and widespread, and effective, research-based reading interventions can lead to observable behavioral and neural enhancements.
The Role of Lindamood-Bell in Dyslexia Intervention
For Lindamood-Bell, the findings validate decades of instructional practices focused on strengthening the sensory-cognitive foundations of reading.
Effective help is available, and the right reading intervention can significantly alter outcomes.
For over 40 years, Lindamood-Bell has been committed to helping individuals reach their learning potential. Through research-based reading programs available at 46 Learning Centers and professional development for educators worldwide, Lindamood-Bell addresses the core sensory-cognitive processes essential for reading and comprehension. The organization partners on peer-reviewed research with institutions such as MIT and Stanford, continually advancing the science of learning.
Get in Touch to learn more!
×
