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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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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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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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Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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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: Hum Brain Mapp (2020)
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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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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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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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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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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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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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Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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Kovelman, Ioulia; Norton, Elizabeth S.; Christodoulou, Joanna A.; Gaab, Nadine; Lieberman, Daniel A.; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D. E.. - : Oxford University Press, 2012
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Abstract:
Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7–13) and a younger group of kindergarteners (ages 5–6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia.
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Keyword:
Articles
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URL: https://doi.org/10.1093/cercor/bhr094 http://www.ncbi.nlm.nih.gov/pubmed/21693783 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4498147/
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Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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Are There Separate Neural Systems for Spelling? New Insights into the Role of Rules and Memory in Spelling from Functional Magnetic Resonance Imaging
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