Recent work at Haskins has explored the brain bases of reading development, reading disability and effective remediation. Haskins researchers use various brain imaging technologies, including functional Magnetic Resonance Imaging (fMRI), to examine the neurobiology of reading and language. The acquisition of reading skills requires the integration of visual, language and associative neural systems. Initial research with adults and children with reading difficulties revealed abnormalities in the patterns of neurobiological involvement during reading, reflecting both basic deficits in language organization along with compensatory reading strategies. More recently, children at-risk for dyslexia who received high-quality, direct instruction in phonological awareness and word-reading skills were found to have relatively normalized patterns of brain activation following reading intervention. These findings underscore the profound benefits of timely, effective methods of reading instruction, even for those children biologically at-risk for reading difficulties. By tracking reading development with brain-imaging and behavioral measures we continue to study how evidence-based approaches to learning effect brain organization and development in children. One of the characteristics of skilled reading is that efficient learners eventually establish patterns that permit the rapid translation of the visual forms of words to already well-instantiated linguistic representations.ÊExtending the study of intervention and skill-related changes in brain organization to older poor readers, current studies are investigating which approaches to remediation with older students have maximal effects on improvement of reading abilities and, in turn, on neurobiological organization.