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1	Neural and Behavioral Foundations of Emerging Literacy ...
	Marks, Rebecca. - : My University, 2021
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2	Neural and Behavioral Foundations of Emerging Literacy
	Marks, Rebecca. - 2021
	Abstract: Learning to read transforms the mind and brain as children learn to recognize language in its printed form. This dissertation asks, how does spoken language processing support reading development? This inquiry is centered around theoretical frameworks that suggest that skilled reading depends on closely connected representations of sound, print, and meaning. In three separate studies, I explore the neurocognitive basis of reading development and its relation to spoken language processing, with a particular focus on children’s sensitivity to units of meaning in language. First, I examine the interrelation between spoken and written word processing in the brain of 133 5–6-year-old kindergarteners, 68 of whom participated in functional Magnetic Resonance Imaging (fMRI). This first study reveals that children’s emerging neural architecture for a shared print-speech network is best explained by their spoken language proficiency, and that the extent of this shared network in kindergarten predicts reading skill one year later. Next, I examine the role of morphological awareness, or children’s sensitivity to units of meaning, in a large, linguistically diverse sample of 340 monolingual and bilingual children, ages 5–9. Using a novel behavioral measure of morphological awareness, as well as standardized behavioral language and literacy assessments, I reveal that morphological awareness makes a robust independent contribution to early literacy skill, and that this association varies as a function of children’s bilingual language backgrounds. Finally, I use functional Near Infrared Spectroscopy (fNIRS) neuroimaging to investigate the brain basis of morphological awareness and its relation to successful reading comprehension in 97 6–11-year-olds, 25% of whom were reading impaired. I find that during a morphological awareness task, better readers demonstrate increased engagement of brain regions associated with integrating units of sound, meaning, and print, while impaired readers fail to show this association. Taken together, these dissertation findings suggest that children’s language ability is a core mechanism guiding the neural plasticity for learning to read, and inform theoretical perspectives on the role of morphology in the reading development of diverse learners. ; PHD ; Education & Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/169647/1/marksre_1.pdf
	Keyword: bilingualism; literacy acquisition; morphological awareness; neuroimaging; Psychology; reading impairment; Social Sciences; word reading
	URL: https://doi.org/10.7302/2692 https://hdl.handle.net/2027.42/169647
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