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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Common variation within the SETBP1 gene is associated with reading-related skills and patterns of functional neural activation
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In: Neuropsychologia (2018)
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Neurobiological signatures of L2 proficiency: Evidence from a bi-directional cross-linguistic study
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Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age
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| 5 |
Neural Representations for Newly Learned Words are Modulated by Overnight Consolidation, Reading skill, and Age
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Neurochemistry Predicts Convergence of Written and Spoken Language: A Proton Magnetic Resonance Spectroscopy Study of Cross-Modal Language Integration
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Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network
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| 9 |
The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children
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| 10 |
Dough, Tough, Cough, Rough: A “Fast” fMRI Localizer of Component Processes in Reading
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| 11 |
Universal brain signature of proficient reading: Evidence from four contrasting languages.
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In: Proceedings of the National Academy of Sciences of the United States of America, vol 112, iss 50 (2015)
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| 12 |
Functionally integrated neural processing of linguistic and talker information: An event-related fMRI and ERP study
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| 13 |
Universal brain signature of proficient reading: Evidence from four contrasting languages
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| 15 |
Structural brain differences in school-age children with residual speech sound errors.
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In: Brain and language, vol 128, iss 1 (2014)
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| 16 |
Glutamate and choline levels predict individual differences in reading ability in emergent readers.
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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
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In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 34, iss 11 (2014)
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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.
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Keyword:
Aspartic Acid; Brain; Child; Choline; decoding; Dyslexia; Female; gamma-Aminobutyric Acid; Glutamic Acid; Humans; individual differences; Individuality; Learning; Magnetic Resonance Spectroscopy; Male; Medical and Health Sciences; MRS; Neurology & Neurosurgery; Phonetics; phonological processing; Predictive Value of Tests; Psychology and Cognitive Sciences; Reading; reading disability; Vocabulary
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URL: https://escholarship.org/uc/item/4mt3w49z
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| 17 |
Neural division of labor in reading is constrained by culture: A training study of reading Chinese characters
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| 18 |
Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers
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| 20 |
Structural brain differences in school-age children with residual speech sound errors
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