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ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners
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In: Frontiers (2021)
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Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: PMC (2021)
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Abstract:
© 2020 John Wiley & Sons Ltd Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop poor reading skills to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners with subsequent poor reading, those with typical reading outcomes were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and structural organization of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between structural organization of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: white matter organization in the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at-risk children. This study has important implications for approaches to early screening, and assessment strategies for at-risk children. ; Eunice Kennedy Shriver National Institute of Child Health and Human Development (Grant R01HD067312) ; National Institutes of Health National Research Service Award (Grant F31-DC015919-01)
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URL: https://hdl.handle.net/1721.1/138244.2
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| 3 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Wiley (2021)
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| 4 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Wiley (2021)
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| 5 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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| 6 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Hum Brain Mapp (2020)
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| 7 |
Understanding Event-Related Potentials (ERPs) in Clinical and Basic Language and Communication Disorders Research: A Tutorial
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In: Int J Lang Commun Disord (2020)
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| 8 |
Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: Dev Sci (2020)
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| 9 |
Taking Language Samples Home: Feasibility, Reliability, and Validity of Child Language Samples Conducted Remotely With Video Chat Versus In-Person
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In: J Speech Lang Hear Res (2020)
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| 10 |
Language processing skills linked to FMR1 variation: A study of gaze-language coordination during rapid automatized naming among women with the FMR1 premutation
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| 11 |
Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading
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In: PMC (2019)
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| 12 |
Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent reading
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In: Elsevier (2019)
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| 13 |
Language processing skills linked to FMR1 variation: A study of gaze-language coordination during rapid automatized naming among women with the FMR1 premutation
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| 14 |
Talking Tots and the Terrible Twos: Early Language and Disruptive Behavior in Toddlers
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Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.
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| 16 |
Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia
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In: Elsevier (2014)
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| 17 |
Tracking the Roots of Reading Ability: White Matter Volume and Integrity Correlate with Phonological Awareness in Prereading and Early-Reading Kindergarten Children
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In: PNAS (2013)
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| 18 |
Tracking the Roots of Reading Ability: White Matter Volume and Integrity Correlate with Phonological Awareness in Prereading and Early-Reading Kindergarten Children
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| 19 |
Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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| 20 |
Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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