This study used a more dynamic approach to understanding how rhyming and spelling decisions are handled differently in the brain. Because the brain areas are so similar, dynamic causal modeling now seems like a better way to visualize the different cognitive steps for sorting out word on the basis of phonological or orthographic cues. In the U.S., phonics currently seems to dominate the curriculum, but a more balanced understanding seems to be on its way.
This study was performed on normal reading college students - but the obvious next study should be in dyslexics.
Today, the spelling and writing aspects of dyslexia are woefully under-recognized in the private, religious, and public school systems - from K-12 to the University. Is it appropriate to give students failing grades for spelling / language arts if it's due to a neurologic disability?
With more direct implications of neuroscience research for educators, there needs to be a more organized communication taking place between this country's neuroscience community and schools, teachers, and parents.
p.s. for those who are interested...another recent paper which looks into the biology of why some dyslexics may read with better comprehension at faster rates.
Connectivity in Language Tasks
Faster Word Presentation Rates - Dyslexia