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Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning
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Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning
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Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain
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Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections
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Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections.
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In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-01473700 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2016, 171-172, ⟨10.4000/pratiques.3175⟩ ; http://pratiques.revues.org/3175 (2016)
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Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms
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Abstract:
During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and composing. The overall results are consistent with prior brain and behavioral studies of writing.
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URL: http://www.ncbi.nlm.nih.gov/pubmed/32205916 https://doi.org/10.1007/s11145-009-9217-3 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7089576/
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Abnormal fMRI Connectivity in Children with Dyslexia During a Phoneme Task: Before But Not After Treatment 1.2
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Socioeconomic status predicts hemispheric specialisation of the left inferior frontal gyrus in young children
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Anatomical correlates of dyslexia: frontal and cerebellar findings
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Reproducibility of Proton MR Spectroscopic Imaging (PEPSI): Comparison of Dyslexic and Normal-Reading Children and Effects of Treatment on Brain Lactate Levels during Language Tasks
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In: AJNR Am J Neuroradiol (2002)
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Effects of a Phonologically Driven Treatment for Dyslexia on Lactate Levels Measured by Proton MR Spectroscopic Imaging
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In: AJNR Am J Neuroradiol (2000)
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Dyslexic Children Have Abnormal Brain Lactate Response to Reading-Related Language Tasks
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In: AJNR Am J Neuroradiol (1999)
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