A recent study led by researchers at Stanford University has uncovered critical differences in the brains of children with dyslexia, particularly in a region known as the visual word form area (VWFA). The study highlights how targeted reading interventions may help close the gap in brain development associated with this common learning disability, which affects approximately 5% to 10% of the population.
As children learn to read, their brains develop specialized regions for recognizing written words. In children with dyslexia, this region is often smaller or even absent. The research, published in Nature Communications, indicates that effective reading tutoring can stimulate growth in this brain area, leading to significant improvements in reading abilities.
Understanding Dyslexia and Brain Function
Dyslexia presents unique challenges for individuals as they struggle with recognizing letters and sounds, spelling, and reading fluency. It is a learning disability that can affect children across all intelligence levels and requires tailored instruction to improve outcomes. Past research indicated that individuals with dyslexia exhibited low activity in the VWFA, but these studies primarily provided isolated snapshots without exploring how dyslexia evolves over time.
In this comprehensive study, led by Jason Yeatman, Ph.D., an expert in reading at Stanford, researchers utilized functional magnetic resonance imaging (fMRI) to monitor brain activity in 44 children aged 7 to 13 diagnosed with dyslexia. The team conducted scans before and after an intensive reading intervention lasting eight weeks.
The study included a control group of 43 children, comprising both those with dyslexia and typical readers. Initial scans revealed that while nearly all typical readers displayed a detectable VWFA, only two-thirds of those with dyslexia did. This discrepancy raises important questions about the development of this essential brain region.
Impact of Reading Intervention on Brain Development
One of the pivotal findings of the study was the direct correlation between the size of the VWFA and reading ability. The smaller the VWFA, the weaker the reading skills. Furthermore, the neural response to visual stimuli—how strongly the VWFA activated during reading—was significantly lower in children with dyslexia compared to their peers.
After undergoing the reading intervention, children with dyslexia showed notable progress, improving their reading levels by an average of one grade. Following the intervention, the scans indicated that more children with dyslexia displayed a detectable VWFA. In contrast, there was no change observed in the control group’s brain structures.
Yeatman expressed enthusiasm about these results, stating, “It’s as if evidence-based intervention builds this region in the dyslexic brain.” Despite the improvements, the study found that children with dyslexia still had smaller VWFAs on average compared to typical readers, and the neural response in this area remained weaker even after successful tutoring.
These findings not only shed light on the relationship between brain development and literacy skills but also prompt further investigation into whether additional interventions could further bridge the gap in brain structure and function among children with dyslexia.
The study’s lead author, Jamie Mitchell, emphasized the importance of understanding the plasticity of the VWFA. “When struggling readers spend eight weeks receiving an intensive, evidence-based reading intervention, on average their VWFA grows larger,” Mitchell noted.
The research highlights the distinct differences in brain function between children with dyslexia and their peers, suggesting that even with improved reading skills, the underlying neurological differences may continue to present challenges. As Yeatman pointed out, “Many kids with dyslexia, even as their reading improves, have persistent struggles.”
This study not only advances our understanding of dyslexia but also raises critical questions for educators and researchers about the most effective strategies to support children with reading difficulties.
The full study, titled “The balance between stability and plasticity of the visual word form area in dyslexia,” is available in Nature Communications (2025).
