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Pseudohomophone effects provide evidence of early lexico-phonological processing in visual word recognition
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Frequency and predictability effects on event-related potentials during reading
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Neural Measures Reveal Implicit Learning during Language Processing.
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In: Brain and Mind Institute Researchers' Publications (2016)
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Phonological activation of word meanings in grade 5 readers.
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In: Brain and Mind Institute Researchers' Publications (2016)
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The Effects of Language Dominance in the Perception and Production of the Galician Mid Vowel Contrasts.
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In: Phonetica, vol 72, iss 4 (2015)
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Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.
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In: Journal of learning disabilities, vol 48, iss 2 (2015)
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Electrostimulation mapping of comprehension of auditory and visual words.
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In: Cortex, vol. 71, pp. 398-408 (2015)
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Glutamate and choline levels predict individual differences in reading ability in emergent readers.
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In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 34, iss 11 (2014)
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| 10 |
Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.
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| 11 |
Inter- and intrahemispheric connectivity differences when reading Japanese Kanji and Hiragana.
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In: Cereb Cortex , 24 (6) pp. 1601-1608. (2014) (2014)
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| 12 |
Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD).
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In: Q J Exp Psychol (Hove) , 67 (7) pp. 1317-1334. (2014) (2014)
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| 13 |
Comorbidities in preschool children at family risk of dyslexia.
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In: J Child Psychol Psychiatry , 55 (3) 237 - 246. (2014) (2014)
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| 14 |
Dyslexia in a French-Spanish bilingual girl: behavioural and neural modulations following a visual attention span intervention.
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In: Cortex, vol. 53, pp. 120-145 (2014)
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Decoding the neuroanatomical basis of reading ability: a multivoxel morphometric study.
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In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 33, iss 31 (2013)
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Abstract:
As a relatively recent cultural invention in human evolution, reading is an important gateway to personal development and socioeconomic success. Despite the well documented individual differences in reading ability, its neuroanatomical correlates have not been well understood, largely due to the fact that reading is a complex skill that consists of multiple components. Using a large sample of 416 college students and 7 reading tasks, the present study successfully identified three uncorrelated components of reading ability: phonological decoding, form-sound association, and naming speed. We then tried to predict individuals' scores in these components from their gray matter volume (GMV) on a subset of participants (N = 253) with high-quality structural images, adopting a multivariate support vector regression analysis with tenfold cross-validation. Our results revealed distinct neural regions that supported different aspects of reading ability: whereas phonological decoding was associated with the GMV in the left superior parietal lobe extending to the supramarginal gyrus, form-sound association was predicted by the GMV in the hippocampus and cerebellum. Naming speed was associated with GMV in distributed brain regions in the occipital, temporal, parietal, and frontal cortices. Phonological decoding and form-sound association were uncorrelated with general cognitive abilities. However, naming speed was correlated with intelligence and processing speed, and some of the regions that were predictive of naming speed also predicted these general cognitive abilities. These results provide further insights on the cognitive and neural architecture of reading and the structural basis of individual differences in reading abilities.
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Keyword:
Acoustic Stimulation; Adolescent; Brain; Brain Mapping; Cognition; Computer-Assisted; Factor Analysis; Female; Humans; Image Processing; Intelligence; Magnetic Resonance Imaging; Male; Medical and Health Sciences; Neurology & Neurosurgery; Neuropsychological Tests; Photic Stimulation; Psychology and Cognitive Sciences; Reaction Time; Reading; Statistical; Statistics as Topic; Vocabulary; Young Adult
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URL: https://escholarship.org/uc/item/8wf6q1mp
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| 16 |
Intact reading in patients with profound early visual dysfunction.
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In: Cortex , 49 (9) 2294 - 2306. (2013) (2013)
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| 17 |
Efficacy of language intervention in the early years.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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| 18 |
Probing the neurocognitive trajectories of children's reading skills.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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| 19 |
Efficacy of language intervention in the early years.
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In: J Child Psychol Psychiatry , 54 (3) pp. 280-290. (2013) (2013)
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The relationship between gender, receptive vocabulary, and literacy from school entry through to adulthood.
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In: Int J Speech Lang Pathol , 15 (4) pp. 407-415. (2013) (2013)
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