1 |
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
|
|
|
|
In: J Mem Lang (2020)
|
|
BASE
|
|
Show details
|
|
2 |
Differential Activation of the Visual Word Form Area During Auditory Phoneme Perception in Youth with Dyslexia
|
|
|
|
In: Neuropsychologia (2020)
|
|
BASE
|
|
Show details
|
|
3 |
Heteromodal Cortical Areas Encode Sensory-Motor Features of Word Meaning
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Predicting brain activation patterns associated with individual lexical concepts based on five sensory-motor attributes
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Impact of dialect use on a basic component of learning to read
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Glutamate and choline levels predict individual differences in reading ability in emergent readers.
|
|
|
|
In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 34, iss 11 (2014)
|
|
BASE
|
|
Show details
|
|
9 |
Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English-Speaking Children
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Distributional structure in language: Contributions to noun–verb difficulty differences in infant word recognition
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers
|
|
Pugh, Kenneth R.; Frost, Stephen J.; Rothman, Douglas L.; Hoeft, Fumiko; Del Tufo, Stephanie N.; Mason, Graeme F.; Molfese, Peter J.; Mencl, W. Einar; Grigorenko, Elena L.; Landi, Nicole; Preston, Jonathan L.; Jacobsen, Leslie; Seidenberg, Mark S.; Fulbright, Robert K.. - : Society for Neuroscience, 2014
|
|
Abstract:
Reading disability is a brain-based difficulty in acquiring fluent reading skills that affects significant numbers of children. Although neuroanatomical and neurofunctional networks involved in typical and atypical reading are increasingly well characterized, the underlying neurochemical bases of individual differences in reading development are virtually unknown. The current study is the first to examine neurochemistry in children during the critical period in which the neurocircuits that support skilled reading are still developing. In a longitudinal pediatric sample of emergent readers whose reading indicators range on a continuum from impaired to superior, we examined the relationship between individual differences in reading and reading-related skills and concentrations of neurometabolites measured using magnetic resonance spectroscopy. Both continuous and group analyses revealed that choline and glutamate concentrations were negatively correlated with reading and related linguistic measures in phonology and vocabulary (such that higher concentrations were associated with poorer performance). Correlations with behavioral scores obtained 24 months later reveal stability for the relationship between glutamate and reading performance. Implications for neurodevelopmental models of reading and reading disability are discussed, including possible links of choline and glutamate to white matter anomalies and hyperexcitability. These findings point to new directions for research on gene-brain-behavior pathways in human studies of reading disability.
|
|
Keyword:
Articles
|
|
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3951703 http://www.ncbi.nlm.nih.gov/pubmed/24623786 https://doi.org/10.1523/JNEUROSCI.3907-13.2014
|
|
BASE
|
|
Hide details
|
|
15 |
The Role of Left Occipitotemporal Cortex in Reading: Reconciling Stimulus, Task, and Lexicality Effects
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming
|
|
|
|
BASE
|
|
Show details
|
|
|
|