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Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset ...
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Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset
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In: Data Brief (2022)
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Tinnitus and auditory cortex; Using adapted functional near- infrared- spectroscopy to expand brain imaging in humans
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Predictive processing during a naturalistic statistical learning task in ASD
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In: Faculty Scholarship 2020 (2020)
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Predictive Processing during a Naturalistic Statistical Learning Task in ASD
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In: eNeuro (2020)
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Language and Literacy Development as Revealed Through the Bilingual Brain
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Spoken language proficiency predicts print-speech convergence in beginning readers
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Marks, Rebecca A.; Kovelman, Ioulia; Kepinska, Olga; Oliver, Myriam; Xia, Zhichao; Haft, Stephanie L.; Zekelman, Leo; Duong, Priscilla; Uchikoshi, Yuuko; Hancock, Roeland; Hoeft, Fumiko
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In: Neuroimage (2019)
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Abstract:
Learning to read transforms the brain, building on children’s existing capacities for language and visuospatial processing. In particular, the development of print-speech convergence, or the spatial overlap of neural regions necessary for both auditory and visual language processing, is critical for literacy acquisition. Print-speech convergence is a universal signature of proficient reading, yet the antecedents of this convergence remain unknown. Here we examine the relationship between spoken language proficiency and the emergence of the print-speech network in beginning readers (ages 5–6). Results demonstrate that children’s language proficiency, and not their early literacy skill, explains variance in their print-speech neural convergence in kindergarten. Furthermore, print-speech convergence in kindergarten predicts reading abilities one year later. These findings suggest that children’s language ability is a core mechanism guiding the neural plasticity for learning to read, and extend theoretical perspectives on language and literacy acquisition across the lifespan.
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Article
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URL: https://doi.org/10.1016/j.neuroimage.2019.116021 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6765418/ http://www.ncbi.nlm.nih.gov/pubmed/31310862
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Persistent Neurobehavioral Markers of Developmental Morphosyntax Errors in Adults
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In: J Speech Lang Hear Res (2019)
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Human central auditory plasticity: A review of functional nearâ infrared spectroscopy (fNIRS) to measure cochlear implant performance and tinnitus perception
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A Bilingual Advantage? The Functional Organization of Linguistic Competition and Attentional Networks in the Bilingual Developing Brain
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Bilingualism alters children’s frontal lobe functioning for attentional control
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Brain bases of morphological processing in Chineseâ English bilingual children
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Phonological Working Memory for Words and Nonwords in Cerebral Cortex
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Brain Bases of Chinese Literacy: Measure of Morphological and Phonological Awareness Abilities for Reading in Chinese
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Brain Bases of Auditory Processing in Infants: Localization and Statistical Regularities
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Brain Bases of Morphological Processing in Chinese-English Bilingual Children
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Bilingualism Alters Children's Frontal Lobe Functioning for Attentional Control
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The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
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Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
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