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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Language and Literacy Development as Revealed Through the Bilingual Brain Wagley, Neelima. - 2019 Abstract: Reading is a dynamic process that varies as a function of environmental and cognitive factors. This dissertation study asked, how does bilingualism influence literacy acquisition, within and across children’s two languages, and through brain development? To answer these questions, the dissertation focuses on theoretical frameworks that suggests early-life bilingual experiences influence the concomitant neural architecture underlying language and cognition. Through two separate studies, I explore the relationship between bilingual children’s dual-language experiences, neural organization for spoken language comprehension, and literacy development in 132 Spanish-English bilingual children ages 7-12. The design and method of the dissertation includes functional Near-Infrared Spectroscopy (fNIRS) neuroimaging during two language comprehension tasks, as well as, behavioral language and cognitive assessments in both languages. In the first study, I found that bilingual children’s language and literacy skills fall within a continuum of shared and unique abilities across languages, and that reading in one language supports reading in another, at the word- and passage- level. In the second study, I found that bilinguals who are equally proficient in both languages show more neural responses to tasks of language comprehension, and this makes a contribution to children’s literacy skills. Findings show how variations in child experiences influences neural organization for language and literacy. This interdisciplinary approach has the potential to yield exciting insights into the brain and behavior of the developing child and carries theoretical implications for understanding acquisition in typical development and in language disorders, across different populations of learners. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/151407/1/neewag_1.pdf Keyword: bilingualism; brain; development; language; neuroimaging; Psychology; Social Sciences URL: https://hdl.handle.net/2027.42/151407 BASE Hide details

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