Hemispheric Asymmetry Profiles During Beginning Reading: Effects of Reading Level and Word Type

Abstract

We evaluated how right- and the left-temporal lobe activation of first (1(st) LR), second (2(nd)LR), and third (3(rd)LR) level readers (N = 60; Age = 6-9 years) varied with reading level, word characteristics, and cognitive abilities by using electroencephalogram measurements while the children read high-frequency/high-imageability, high-frequency/low-imageability, and nonsense words. The ANOVA showed significant interaction effects: 1(st)LR had greater right-hemispheric activation than 3(rd)LR, who had greater left-hemispheric activation; for nonsense words, 1(st)LR had lower left-hemisphere activation than that of 2(nd)LR and 3(rd)LR. The electroencephalogram (EEG) measure of hemispheric asymmetry indicated a developmental effect on lateralized activity in the temporal lobes of beginning readers during word reading.

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

“…Findings on phonological awareness have shown that this is a key skill in the early years of a child's schooling. Many studies have confirmed that this skill is a good predictor of future reading performance (Porta et al, 2010; Suárez et al, 2013; Kjeldsen et al, 2014; Del Campo et al, 2015). Alphabetic knowledge refers to the knowledge of the rules for grapheme-phoneme (G-P) and phoneme-grapheme (P-G) conversion; fluency, which is described as the ability to read texts rapidly and accurately, using appropriate intonation within the reading context; vocabulary, i.e., learning the meaning and use of words in a given context; and comprehension, which refers to a child's ability to reason about, reflect on, and understand what they are reading (Jiménez et al, 2012).…”

Patrón de activación hemisférica en adultos en tareas de lectura de palabras y conciencia fonológica medidas con una nueva metodología de medida de la actividad electrodermal diferencial (eda-d)

“…Por el contrario, al comparar la T2 (Sueco) con la T3 (pseudopalabras) y la T4 (familiares) se observa que la mayor activación se produce en el HI. Es posible que para ejecutar ambas tareas (T3 y T4) se active de forma preferente el HI por dos motivos: 1) en pseudopalabras, por su escasa imaginabilidad y 2) en familiares, debido a que al ser lectores expertos son leídas por ruta léxica (Porta, Kraft y Harper, 2009).…”

Secondary Education Students with Reading Disability - Findings from Two Remedial Training Experiments

“…Also experimental arrangements (Porta, Kraft, & Harper, 2010;Waldie & Mosley, 2000) have shown the activation of the right cerebral hemisphere at the beginning of the process of learning to read. The significance of phonological decoding in the methods of learning to read is the most important.…”