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Measuring the Reading-Attention Relationship: Functional Differences in Working Memory Activity During Single Word Decoding in Children With and Without Reading Disorder
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Abstract:
Working memory (WM) is linked to the development of reading skills and has been evidenced to contribute to reading comprehension difficulties in children with reading disorder (RD). Several converging models suggest WM to contribute to the development of foundational reading skills, but few studies have assessed this contribution in either typically developing readers (TD) or children with RD. In effort to bridge this gap, the current study identified whether a functional neuroimaging task could be used to identify changes in WM activity during single word reading in children with and without RD. Two groups of children (77 RD, 22 TD) aged 7-9 completed a functional magnetic resonance imaging (fMRI) task which paired reading and n-back trials to identify activation of a priori chosen regions of interest in the WM network during single word decoding. Trials consisted of words, pseudowords, and false font stimuli to assess WM activity between groups in relation to familiar words, unfamiliar words, and non-words. Exploratory analysis of behavioural WM correlates were assessed using measures of performance on the fMRI task as well as measures of verbal learning from the California Verbal Learning Test – Children’s version. Results show the fMRI task was able to identify WM network activity in both groups. In the RD group WM activity was indiscriminate to stimulus type and did not show any patterns of lateralization. In the TD group, WM activity was strongly left lateralized, and only detected during pseudoword reading, suggesting increases in WM activity during phonetic decoding only. Findings suggest the WM network may contribute differently to single word reading in children with and without RD and highlights the potential functional imaging may have in defining this relationship over the course of reading development.
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Keyword:
attention; neuroimaging; phonetic decoding; reading disorder; working memory
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URL: http://hdl.handle.net/10464/15615
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| 2 |
Reading in the Developing Brain ... : From Preliteracy to Fluent Reading ...
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| 3 |
MORPHOLOGICAL AND IDENTITY PRIMING IN WORD LEARNING AND TEXT READING AS A WINDOW INTO THE MENTAL LEXICON
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| 4 |
Lessons learnt developing and deploying grading mechanisms for EiPE code-reading questions in CS1 classes
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| 5 |
Exploration of secondary EFL teachers' and students' perceptions of extensive reading in English and its implementation in Chinese secondary schools: a longitudinal case study
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| 6 |
Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
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| 7 |
The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
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| 8 |
Motivating the unmotivated: A self-study about engaging adolescent readers to read for joy before and during a pandemic
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| 9 |
Neural-based Knowledge Transfer in Natural Language Processing
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| 11 |
Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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| 12 |
An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
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| 13 |
Book choice : a descriptive multiple case study exploring the motivations and practices of secondary English teachers.
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| 14 |
English machine reading comprehension: new approaches to answering multiple-choice questions
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Dzendzik, Daria. - : Dublin City University. School of Computing, 2021. : Dublin City University. ADAPT, 2021
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In: Dzendzik, Daria (2021) English machine reading comprehension: new approaches to answering multiple-choice questions. PhD thesis, Dublin City University. (2021)
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| 15 |
Creole-French co-literacy as a factor of academic success in Reunion ; La Co-alphabétisation créole-français comme facteur de réussite scolaire à la Réunion
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In: https://tel.archives-ouvertes.fr/tel-03597708 ; Linguistique. Université de la Réunion, 2021. Français. ⟨NNT : 2021LARE0035⟩ (2021)
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| 16 |
繪本閱讀教學研究──以國小一年級為對象 ; The Research of Picture Books Teaching Activity : 1st Graders of a Bilingual Flementary School Students as Research Subject
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| 17 |
南臺灣大專生的英文閱讀使用策略、程度及所屬學院關聯性之研究 ; The Relationships Among University Students' Reading Strategies, Proficiency, and Disciplines in Southern Taiwan
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| 18 |
晨間閱讀的實施對國小二年級學生識字量學習成效之研究 ; The Effect of Morning Reading on the Literacy Level of Second-Grade Elementary School Students
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| 19 |
大學生對於英語畢業門檻之焦慮與準備策略 ; University Students’ Test Anxiety and Preparatory Strategies for Meeting English Graduation Requirements
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| 20 |
Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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