Brain sensitivity to print emerges when children learn letter–speech sound correspondences

Brem, Silvia; Bach, Sylvia; Kucian, Karin; Guttorm, Tomi K.; Martin, Ernst; Lyytinen, Heikki; Brandeis, Daniel; Richardson, Ulla

doi:10.1073/pnas.0904402107

Cited by 393 publications

(450 citation statements)

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“…All children spent an equal amount of time practicing, and differences between the groups could thus not be related to differences in time or days spent practicing. Overall, the intervention showed most positive effects on phoneme-grapheme correspondence with moderate to strong effectsizes [24], and relatively sparse effect on expressive phonology for all children. Since the computerassisted intervention program focuses on phonemic differentiation and does not include speech production, this result is expected.…”

Section: Discussionmentioning

confidence: 92%

“…The computer-assisted intervention was accomplished by means of an originally Finnish-Swedish version of Graphogame [23,24,33,34] translated into standard Swedish. The program focuses on the correspondence between phonemes and graphemes [35,36].…”

Section: Intervention Program and Settingmentioning

confidence: 99%

“…First, families were spread over a relatively large geographical area, which ruled out the possibility of a daily face-to-face practice with a speech and language pathologist. Second, Graphogame is an established intervention program [23] with documented positive outcome for children with specific reading difficulties [18,[23][24][25][26][27]. Third, the phonological deficit in children with dyslexia is recognized among the vast majority of researchers in the field.…”

Section: Introductionmentioning

confidence: 99%

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Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention.Study the effects of computer-assisted phoneme-grapheme correspondence training in the children.Specifically analyze possible effects on DHH children's phonological processing skills. Methods:The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3, post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. Conclusion:For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.2

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Section: Discussionmentioning

confidence: 92%

Section: Intervention Program and Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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“…

, U; Brem, S (2010). Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers.

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confidence: 99%

“…Postprint available at: http://www.zora.uzh.ch Posted at the Zurich Open Repository and Archive, University of Zurich. http://www.zora.uzh.ch Originally published at: Bach, S; Brandeis, D; Hofstetter, C; Martin, E; Richardson, U; Brem, S (2010). Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers.…”

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confidence: 99%

Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers

et al. 2010

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Patterns of Neural Functional Connectivity in Infants at Familial Risk of Developmental Dyslexia

Ferradal

Dunstan

et al. 2022

JAMA Netw Open

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ImportanceDevelopmental dyslexia is a heritable learning disability affecting 7% to 10% of the general population and can have detrimental impacts on mental health and vocational potential. Individuals with dyslexia show altered functional organization of the language and reading neural networks; however, it remains unknown how early in life these neural network alterations might emerge.ObjectiveTo determine whether the early emergence of large-scale neural functional connectivity (FC) underlying long-term language and reading development is altered in infants with a familial history of dyslexia (FHD).Design, Setting, and ParticipantsThis cohort study included infants recruited at Boston Children’s Hospital between May 2011 and February 2019. Participants underwent structural and resting-state functional magnetic resonance imaging in the Department of Radiology at Boston Children’s Hospital. Infants with FHD were matched with infants without FHD based on age and sex. Data were analyzed from April 2019 to June 2021.ExposuresFHD was defined as having at least 1 first-degree relative with a dyslexia diagnosis or documented reading difficulties.Main Outcomes and MeasuresWhole-brain FC patterns associated with 20 predefined cerebral regions important for long-term language and reading development were computed for each infant. Multivariate pattern analyses were applied to identify specific FC patterns that differentiated between infants with vs without FHD. For classification performance estimates, 99% CIs were calculated as the classification accuracy minus chance level.ResultsA total of 98 infants (mean [SD] age, 8.5 [2.3] months; 51 [52.0%] girls) were analyzed, including 35 infants with FHD and 63 infants without FHD. Multivariate pattern analyses identified distinct FC patterns between infants with vs without FHD in the left fusiform gyrus (classification accuracy, 0.55 [99% CI, 0.046-0.062]; corrected P &lt; .001; Cohen d = 0.76). Connections linking left fusiform gyrus to regions in the frontal and parietal language and attention networks were among the paths with the highest contributions to the classification performance.Conclusions and RelevanceThese findings suggest that on the group level, FHD was associated with an early onset of atypical FC of regions important for subsequent word form recognition during reading acquisition. Longitudinal studies linking the atypical functional network and school-age reading abilities will be essential to further elucidate the ontogenetic mechanisms underlying the development of dyslexia.

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Brain sensitivity to print emerges when children learn letter–speech sound correspondences

Cited by 393 publications

References 32 publications

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers

Patterns of Neural Functional Connectivity in Infants at Familial Risk of Developmental Dyslexia

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