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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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Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.
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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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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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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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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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Abstract:
We report the case study of a French-Spanish bilingual dyslexic girl, MP, who exhibited a severe visual attention (VA) span deficit but preserved phonological skills. Behavioural investigation showed a severe reduction of reading speed for both single items (words and pseudo-words) and texts in the two languages. However, performance was more affected in French than in Spanish. MP was administered an intensive VA span intervention programme. Pre-post intervention comparison revealed a positive effect of intervention on her VA span abilities. The intervention further transferred to reading. It primarily resulted in faster identification of the regular and irregular words in French. The effect of intervention was rather modest in Spanish that only showed a tendency for faster word reading. Text reading improved in the two languages with a stronger effect in French but pseudo-word reading did not improve in either French or Spanish. The overall results suggest that VA span intervention may primarily enhance the fast global reading procedure, with stronger effects in French than in Spanish. MP underwent two fMRI sessions to explore her brain activations before and after VA span training. Prior to the intervention, fMRI assessment showed that the striate and extrastriate visual cortices alone were activated but none of the regions typically involved in VA span. Post-training fMRI revealed increased activation of the superior and inferior parietal cortices. Comparison of pre- and post-training activations revealed significant activation increase of the superior parietal lobes (BA 7) bilaterally. Thus, we show that a specific VA span intervention not only modulates reading performance but further results in increased brain activity within the superior parietal lobes known to housing VA span abilities. Furthermore, positive effects of VA span intervention on reading suggest that the ability to process multiple visual elements simultaneously is one cause of successful reading acquisition.
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Keyword:
Attention/physiology; Child; Cognitive Therapy/methods; Dyslexia/physiopathology; Dyslexia/psychology; Female; Humans; Language; Magnetic Resonance Imaging; Multilingualism; Neurologic Examination; Neuropsychological Tests; Reading; Visual Cortex/physiopathology; Visual Perception/physiology
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URL: https://doi.org/10.1016/j.cortex.2013.11.006 https://serval.unil.ch/notice/serval:BIB_D9167098FBEB
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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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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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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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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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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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