Neural basis of phonological awareness in beginning readers with familial risk of dyslexia—Results from shallow orthography

Dębska, Agnieszka; Łuniewska, Magdalena; Chyl, Katarzyna; Banaszkiewicz, Anna; Żelechowska, Agata; Wypych, Marek; Marchewka, Artur; Pugh, Kenneth R.; Jednoróg, Katarzyna

doi:10.1016/j.neuroimage.2016.02.063

Cited by 50 publications

(49 citation statements)

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“…More than half of examined children had familial risk of dyslexia since they were recruited for the study on the early predictors the disorder (Dębska et al., ). Around 30% of them will become dyslexic (Snowling & Melby‐Lervag, ), resulting in an 18% prevalence of dyslexia in the current sample, which is somewhat higher than in general population (5%–17%).…”

Section: Discussionmentioning

confidence: 99%

Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks

Chyl

Kossowski

Dębska

et al. 2017

Child Psychology Psychiatry

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Background: Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited. Methods: We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten or first grade and examined group differences between a matched subset of emergent-readers and prereaders. Results: Across the entire cohort, individual differences analysis revealed that reading skill was positively correlated with the magnitude of activation difference between words and symbol strings in left superior temporal, inferior frontal and fusiform gyri. Group comparisons of the matched subset of pre-and emergent-readers showed higher activity for emergent-readers in left inferior frontal, precentral, and postcentral gyri. Individual differences in activation for natural versus vocoded speech were also positively correlated with reading skill, primarily in the left temporal cortex. However, in contrast to studies on adult illiterates, group comparisons revealed higher activity in prereaders compared to readers in the frontal lobes. Print-speech coactivation was observed only in readers and individual differences analyses revealed a positive correlation between convergence and reading skill in the left superior temporal sulcus. Conclusions: These results emphasise that a child's brain undergoes several modifications to both visual and oral language systems in the process of learning to read. They also suggest that print-speech convergence is a hallmark of acquiring literacy.

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Section: Discussionmentioning

confidence: 99%

Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks

Chyl

Kossowski

Dębska

et al. 2017

Child Psychology Psychiatry

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“…These studies have suggested that these processes engage broadly similar brain regions regardless of age group (Balsamo, Xu, Gaillard, et al, 2006; Debska et al, 2016; Kovelman et al, 2012; Paquette et al, 2015; Raschle, Zuk, & Gaab, 2012; Szaflarski et al, 2006; Youssofzadeh, Williamson, & Kadis, 2017; Yu et al, 2018). In terms of phonological awareness, only a few studies examined young children using word-level phonological auditory tasks.…”

Section: Introductionmentioning

confidence: 99%

“…Our predictions are based on literature that directly compared phonological- and semantic-related tasks in school-age children and adults (Bach et al, 2010; Devlin et al, 2003; Landi et al, 2010; McDermott et al, 2003; Poldrack et al, 1999; Price & Mechelli, 2005; Price et al, 1997), as well as on studies that examined phonological- or semantic-related activation in young children (Balsamo, Xu, & Gaillard, 2006; Debska et al, 2016; Kovelman et al, 2012; Paquette et al, 2015; Raschle et al, 2012; Szaflarski et al, 2006; Youssofzadeh et al, 2017). Based on these studies, we predicted that young children would already show some specialization for phonological and semantic processing.…”

Section: Introductionmentioning

confidence: 99%

“…One study compared prereading English-speaking children (5-to 6-year-old) with and without familial risk of dyslexia performing an auditory first phoneme matching task (Raschle et al, 2012). Another study compared prereading and firstgrade Polish-speaking children (6-to 7-year-old) with and without familial risk of dyslexia performing an auditory rhyming judgment task (Debska et al, 2016). Both these studies showed that, similar to findings from school-age children and adults (Brennan et al, 2013;Cone, Burman, Bitan, Bolger, & Booth, 2008;Desroches et al, 2010), prereading children with familial risk of dyslexia show reduced activation in bilateral temporo-parietal and occipito-temporal regions, indicating that these regions are critical to the development of phonological awareness and reading acquisition.…”

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confidence: 99%

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Neural specialization of phonological and semantic processing in young children

Weiss

Cweigenberg

Booth

2018

Human Brain Mapping

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This study aimed to examine early specialization of brain regions for phonological and semantic processing of spoken language in young children. Thirty-five typically developing children from 5- to 6-years of age performed auditory phonological (same sound judgment) and semantic (related meaning judgment) word-level tasks. Using functional Magnetic Resonance Imaging, we examined specialization within the language network, by conducting three levels of analysis. First, we directly compared activation between tasks and found a greater sound judgment as compared to meaning judgment activation in left superior temporal gyrus (STG) and supramarginal gyrus. In contrast, greater meaning judgment as compared to sound judgment task activation was found in left middle temporal gyrus (MTG). Second, we examined the brain-behavior correlations and found that phonological skill was correlated with the task difference in activation in left superior temporal sulcus, whereas semantic skill was correlated with the task difference in activation in left MTG. Third, we compared between two experimental conditions within each task and found a parametric effect in left STG for the sound judgment task, and a parametric effect in left MTG for the meaning judgment task. The results of this study indicate that, by the age of 5-6 years, typically developing children already show some specialization of temporo-parietal brain regions for phonological and semantic processes. However, there were no task differences in the left inferior frontal gyrus, suggesting that the frontal cortex may not yet be specialized in this age range, which is consistent with the delayed maturation of the frontal cortex.

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“…Furthermore, FA in these two ventral fiber tracts was associated with phonological awareness, suggesting a possible role for ventral areas in reading development, phonological processing and RD etiology. In line with structural evidence focusing on gray and white matter, at‐risk children are characterized by decreased activation in left TPC and bilateral OTC during phonological processing (Debska et al, ; Raschle, Zuk, & Gaab, ). Hypoactivation in left superior/middle/inferior frontal gyri and precentral gyri in RD during rapid auditory processing has also been reported (Raschle, Stering, Meissner, & Gaab, ).…”

Section: Mri Research With Preliterate Children At Risk For Rdmentioning

confidence: 65%

Neurobiological bases of reading disorder Part I: Etiological investigations

Xia

Hancock²,

Hoeft

2017

Language and Linguist. Compass

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While many studies have focused on identifying the neural and behavioral characteristics of decoding-based reading disorder (RD, aka developmental dyslexia), the etiology of RD remains largely unknown and understudied. Because the brain plays an intermediate role between genetic factors and behavioral outcomes, it is promising to address causality from a neural perspective. In the current, Part I of the two-part review, we discuss neuroimaging approaches to addressing the causality issue and review the results of studies that have employed these approaches. We assume that if a neural signature were associated with RD etiology, it would (a) manifest across comparisons in different languages, (b) be experience independent and appear in comparisons between RD and reading-matched controls, (c) be present both pre- and post-intervention, (d) be found in at-risk, pre-reading children and (e) be associated with genetic risk. We discuss each of these five characteristics in turn and summarize the studies that have examined each of them. The available literature provides evidence that anomalies in left temporo-parietal cortex, and possibly occipito-temporal cortex, may be closely related to the etiology of RD. Improved understanding of the etiology of RD can help improve the accuracy of early detection and enable targeted intervention of cognitive processes that are amenable to change, leading to improved outcomes in at-risk or affected populations.

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Neural basis of phonological awareness in beginning readers with familial risk of dyslexia—Results from shallow orthography

Cited by 50 publications

References 78 publications

Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks

Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks

Neural specialization of phonological and semantic processing in young children

Neurobiological bases of reading disorder Part I: Etiological investigations

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