Understanding brain structure identifies reading disabilities: UCalgary study

University of Calgary (UofC) research is examining the brain structure of children using medical imaging techniques to identify reading disabilities earlier in childhood.

This allows researchers to scientifically understand brain development, as they uncover the relationships of neurochemistry and reading.

Dr. Meaghan Perdue, a postdoctoral associate in the Department of Radiology at UofC, has been interested in understanding children’s learning abilities to read and their brain development.

“This research will give us a much better understanding of the actual biological mechanisms that support learning to read and skilled reading,” Perdue said.

She says children could be born at risk of reading difficulty and it’s important to be able to identify the risks before getting discovered when children are already struggling at school – normally in Grade 3.

“We’re hoping that by learning more about the brain, we can eventually incorporate an understanding of the brain traits to help identify kids earlier on in preschool,” Perdue added.

“Remediation of reading ability in children is most successful when the intervention is received in early childhood.”

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Perdue is expected to dig deeper into the issue by using the data collected in the lab by Dr. Catherine Lebel and apply additional imaging techniques for better results.

Dyslexia is the most common reading disability. In Canada, approximately two to four children in every classroom struggle with it.