Our work depends on volunteers who offer their time to come and participate in our research. We would like to thank the leadership, staff, students, and families of the following schools for engaging in our research and research-related activities:
Many students from Jemicy School have participated in our research studies, and several studies have resulted from our partnership with Jemicy.
Finding Upends Theory about the Cerebellum’s Role in Reading and Dyslexia
This study, published in the journal Human Brain Mapping in 2019, challenges the controversial theory of the cerebellar deficit hypothesis. Researchers found no signs of cerebellar involvement during reading in skilled readers, nor did they find differences in cerebellar activation between skilled readers and children with reading disabilities. This finding is consistent with recommendations not to pursue interventions that involve the cerebellum, but to seek treatment programs involving the learning of phonological and orthographic processing.
Dyslexia Impacts Mathematical Processing
Abnormal Visual Motion Processing is a Consequence and not a Cause of Developmental Dyslexia
There is a longstanding debate about whether the visual symptoms observed in developmental dyslexia (attributed to dysfunction of the visual magnocellular system and measured here via brain activity underlying visual motion perception) have a causal role in this common learning disability. In this study, published in Neuron in 2013, we found a correlation between magnocellular visual system function and reading ability in normal controls. Read more...
Brain Anatomy of Dyslexia Is Not the Same in Men and Women, Boys and Girls
This study, published in Brain Structure and Function in 2013, is the first to examine anatomical differences, specifically gray matter volume, in the brains of females with and without the common reading disability developmental dyslexia. Read more...
Changes in Reading Ability and Brain Structure after Instruction
This study, published in NeuroImage in 2011, examined whether improvements in reading ability were accompanied by changes in brain structure after a reading intervention in eleven children with dyslexia. The intervention focused on the relationship between letters (and groups of letters) and the sounds they make. It used a 'multi-sensory' approach that included mental tracing of letters while simultaneously naming the letter. This increased in difficulty to multiple letters and syllables as the intervention went on. Read more...
Siena School partnered with CSL to host a summer camp where children receive 6 weeks of Lindamood-Bell tutoring in math and reading.
CSL annually hosts a work-experience student from Siena School.