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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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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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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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| 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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Saygin, Zeynep M.; Norton, Elizabeth; Osher, David E.; Beach, Sara D.; Cyr, Abigail B.; Ozernov-Palchik, Ola; Yendiki, Anastasia; Fischl, Bruce; Gaab, Nadine; Gabrieli, John D. E.
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In: PNAS (2013)
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Abstract:
Developmental dyslexia, an unexplained difficulty in learning to read, has been associated with alterations in white matter organization as measured by diffusion-weighted imaging. It is unknown, however, whether these differences in structural connectivity are related to the cause of dyslexia or if they are consequences of reading difficulty (e.g., less reading experience or compensatory brain organization). Here, in 40 kindergartners who had received little or no reading instruction, we examined the relation between behavioral predictors of dyslexia and white matter organization in left arcuate fasciculus, inferior longitudinal fasciculus, and the parietal portion of the superior longitudinal fasciculus using probabilistic tractography. Higher composite phonological awareness scores were significantly and positively correlated with the volume of the arcuate fasciculus, but not with other tracts. Two other behavioral predictors of dyslexia, rapid naming and letter knowledge, did not correlate with volumes or diffusion values in these tracts. The volume and fractional anisotropy of the left arcuate showed a particularly strong positive correlation with a phoneme blending test. Whole-brain regressions of behavioral scores with diffusion measures confirmed the unique relation between phonological awareness and the left arcuate. These findings indicate that the left arcuate fasciculus, which connects anterior and posterior language regions of the human brain and which has been previously associated with reading ability in older individuals, is already smaller and has less integrity in kindergartners who are at risk for dyslexia because of poor phonological awareness. These findings suggest a structural basis of behavioral risk for dyslexia that predates reading instruction. ; Eunice Kennedy Shriver National Institute of Child Health and Human Development (U.S.) (Grant R01 HD067312) ; National Institute for Biomedical Imaging and Bioengineering (U.S.) (Grant K99/R00 EB008129) ; Halis Family Foundation ; Ellison Medical Foundation
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URL: http://hdl.handle.net/1721.1/89133
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