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The brain signature of emerging reading in two contrasting languages
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Chyl, Katarzyna; Kossowski, Bartosz; Wang, Shuai; Dębska, Agnieszka; Łuniewska, Magdalena; Marchewka, Artur; Wypych, Marek; Bunt, Mark van den; Mencl, William; Pugh, Kenneth; Jednoróg, Katarzyna
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In: ISSN: 1053-8119 ; EISSN: 1095-9572 ; NeuroImage ; https://hal.archives-ouvertes.fr/hal-03378004 ; NeuroImage, Elsevier, 2021, 225, pp.117503. ⟨10.1016/j.neuroimage.2020.117503⟩ (2021)
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Abstract:
International audience ; Despite dissimilarities among scripts, a universal hallmark of literacy in skilled readers is the convergent brain activity for print and speech. Little is known, however, whether this differs as a function of grapheme to phoneme transparency in beginning readers. Here we compare speech and orthographic processing circuits in two contrasting languages, Polish and English, in 100 7-year-old children performing fMRI language localizer tasks. Results show limited language variation, with speech-print convergence evident mostly in left frontotemporal perisylvian regions. Correlational and intersect analyses revealed subtle differences in the strength of this coupling in several regions of interest. Specifically, speech-print convergence was higher for transparent Polish than opaque English in the right temporal area, associated with phonological processing. Conversely, speech-print convergence was higher for English than Polish in left fusiform, associated with visual word recognition. We conclude that speech-print convergence is a universal marker of reading even at the beginning of reading acquisition with minor variations that can be explained by the differences in grapheme to phoneme transparency. This finding at the earliest stages of reading acquisition conforms well with claims that reading exhibits a good deal of universality despite writing systems differences.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SCCO]Cognitive science
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URL: https://doi.org/10.1016/j.neuroimage.2020.117503
https://hal.archives-ouvertes.fr/hal-03378004/document
https://hal.archives-ouvertes.fr/hal-03378004/file/NI_2021_Chyl.pdf
https://hal.archives-ouvertes.fr/hal-03378004
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Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit
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In: Brain Struct Funct (2021)
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Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study
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Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network
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Neither action nor phonological video games make dyslexic children read better
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Neither action nor phonological video games make dyslexic children read better
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Performance of Language-Coordinated Collective Systems: A Study of Wine Recognition and Description
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Pooling the ground: understanding and coordination in collective sense making
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