ldr ri A

magnetoencephalography (MEG) of precursor skills for reading in 2002a; Temple et al., 2003). Although the fMRI studies in children are converging towards a few cortical regions relevant for reading, an investigation of brain connectivity (via theIntroduction Despite the fact that most people learn to read quite readily, a significant number (5–17%) have great difficulty in acquiring efficient reading skills despite adequate training, intelligence, and sociocultural opportunity (Demonet et al., 2004). A biological origin for developmental dyslexia is implicated by its genetic association in certain individuals (Fisher and DeFries, 2002). Functional neuroimaging studies with positron emission tomog-raphy (PET), functional magnetic resonance imaging (fMRI), or present at an earlier age during neurodevelopment. Furthermore, the early years of schooling are the critical time period for intervention (Eden and Moats, 2002). Non-invasive functional MRI has made it possible to study children and, in the last 5 years, functional activation studies have demonstrated a reduction of left temporo-parietal activation in children with dyslexia which suggests that this brain abnormality may in fact be fundamentally related to the early development of reading disorders (Backes e