The Importance of Research on Integrating Transcranial Direct Current Stimulation (TDCS) with Evidence-Based Reading Int
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REVIEW
The Importance of Research on Integrating Transcranial Direct Current Stimulation (TDCS) with Evidence-Based Reading Interventions Gabrielle Wilcox 1,2,3
&
Alena Galilee 4 & Julia Stamp 1 & Erica Makarenko 1,2,3,5
&
Frank P. MacMaster 1,2,3,4,5,6,7
Received: 17 December 2019 / Revised: 20 May 2020 / Accepted: 9 July 2020 # American Academy of Pediatric Neuropsychology 2020
Abstract Educational interventions have been used to remediate reading difficulties in children and adolescents with dyslexia with varying degrees of success, which is problematic due to the prevalence of reading difficulties and the negative outcomes from lack of literacy. Neuroimaging research can support better reading outcomes by exploring changes in brain functioning following interventions. Although reading fluency is a persistent area of difficulty in pediatric population, no neuroimaging studies examined the effectiveness of reading intervention techniques focusing on fluency. More recently, non-invasive brain stimulation techniques (NiBS), including transcranial direct current stimulation (TDCS), have been shown to increase neuroplasticity of language networks and aid rehabilitation of reading skills. The current review summarizes the recent findings from the neurobiology of reading development, reading intervention, and TDCS studies in children and adolescents with dyslexia. Further research should incorporate an interdisciplinary approach involving the integration of TDCS and reading interventions. Keywords Brain stimulation . Transcranial direct current stimulation . Reading development . Intervention
Reading, as an academic skill, is the gateway to other learning and provides the foundation of an educated society. Unfortunately, a significant proportion of children struggle to learn to read in North America. In 2015, the National Assessment of Educational Progress (NAEP) reported that only 36% of grade four and 34% of grade eight students
* Gabrielle Wilcox [email protected] 1
School & Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, Canada
2
Hotchkiss Brain Institute, University of Calgary, Calgary, Canada
3
Mathison Centre for Mental Health Research and Education, University of Calgary, Calgary, Canada
4
Canterbury Christ Church University, Canterbury, UK
5
Alberta Children’s Hospital Research Institute, Calgary, Canada
6
Department of Paediatrics and Psychiatry, Cumming School of Medicine, Calgary, Canada
7
Strategic Clinical Network for Addictions and Mental Health, Calgary, Canada
were reading at or above proficiency in the USA (NAEP 2015). Reading performance in Canada has dropped from 11 to 18 in global ranking of grade four reading performance (Mullis et al. 2017), and currently, 17% of all Canadians read at a below basic level (Heisz et al. 2016). Additionally, reading is the most common specific learning disorder (SLD); more than 80% of all children diagnosed with an SLD have a reading disability (Lerner and Kline 2006). While there are evidence-based in
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