A 2010 study conducted by the Center for the Study of Learning (Georgetown University Medical Center) and Wake Forest University Baptist Medical Center (Winston-Salem NC) showed a significant increased Gray Matter Volume (GMV) in dyslexic children after eight weeks of intensive multisensory reading intervention.  Participants were tested before the study (T1), participated in an eight-week intervention, were retested (T2) immediately after the intervention, had an eight-week null period (no intervention) and then were tested again (T3).

Significant increases in GMV were observed between T1 and T2; increases were not observed between T2 and T3.  The structural changes between T1 and T2 were observed in the left anterior fusiform gyrus/hippocampus, left precuneus, right hippocampus and right anterior cerebellum. However, these areas did not change between the time of T2 and T3, suggesting that the changes were specific to the intervention period. These changes suggest two things: 1 - instruction-induced changes in GMV can be observed; and 2 - reading improvements induced by intervention are accompanied by GMV changes.

By changing the way we teach, we change the way children learn. You can read the complete article here:

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