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Neural Decoding Reveals Concurrent Phonemic and Subphonemic Representations of Speech Across Tasks
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In: MIT Press (2021)
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| 2 |
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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| 3 |
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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| 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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In: Wiley (2021)
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| 6 |
Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia
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In: Elsevier (2021)
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| 7 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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| 8 |
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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| 9 |
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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| 10 |
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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| 11 |
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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Abstract:
Dyslexia is a common neurobiological disorder in which a child fails to acquire typical word reading skills despite adequate opportunity and intelligence. The visual word form area (VWFA) is a region within the left fusiform gyrus that specializes for print over the course of reading acquisition and is often hypoactivated in individuals with dyslexia. It is currently unknown whether atypicalities in this brain region are already present in kindergarten children who will subsequently develop dyslexia. Here, we measured fMRI activation in response to letters and false fonts in bilateral fusiform gyrus in children with and without risk for dyslexia (defined by family history or low scores on assessments of pre-reading skills, such as phonological awareness). We then followed these children longitudinally through the end of second grade to evaluate whether brain activation patterns in kindergarten were related to second-grade reading outcomes. Compared to typical readers who exhibited no risk factors for reading impairment in kindergarten, there was significant hypoactivation to both letters and false-fonts in the left fusiform gyrus in at-risk children who subsequently developed reading impairment, but not in at-risk children who developed typical reading skills. There were no significant differences in letter- or false-font responses in the right fusiform gyrus among the groups. The finding that hypoactivation to print in the VWFA is present in children who subsequently develop reading impairment even prior to the onset of formal reading instruction suggests that atypical responses to print play an early role in the development of reading impairments such as dyslexia. ; NIH/NICHD (Award R01HD067312)
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URL: https://hdl.handle.net/1721.1/126482
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| 12 |
Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study ...
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| 13 |
Emergence of the neural network underlying phonological processing from the pre-reading to the emergent reading stage: a longitudinal study
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| 14 |
Revisiting the ‘enigma’ of musicians with dyslexia: auditory sequencing and speech abilities
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| 15 |
Revisiting the "Enigma" of musicians with dyslexia: Auditory sequencing and speech abilities
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| 17 |
Enhanced Syllable Discrimination Thresholds in Musicians
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In: PLoS (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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In: PNAS (2013)
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