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Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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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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Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
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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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Abstract:
In this article, we present recent neuroimaging studies performed to identify the neural network involved in handwriting. These studies, carried out in adults and in children, suggest that the mastery of handwriting is based on the involvement of a network of brain structures whose involvement and inter-connection are specific to writing alphabet characters. This network is built upon the joint learning of writing and reading and depends on the level of expertise of the writer. In addition, a part of this graphomotor network is also brought into play during the identification letters during visual reading. These skills are also the basis for the development of more complex language activities involving orthographic knowledge and composition of texts. The studies presented cover two perspectives: that of neuroscience and that of cognitive psychology, as both are necessary to understand a complex process of writing and both depend on natural interactions and the influence of educational exposure.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5297261/
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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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Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults
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Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing
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Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia
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Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills
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Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders
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Levels of Phonology Related to Reading and Writing in Middle Childhood
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Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning
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Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9
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Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation
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Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7
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Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample
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