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.