Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia

Louleli, Natalia; Hämäläinen, Jarmo A.; Nieminen, Lea; Parviainen, Tiina; Leppänen, P.H.T.

doi:10.1016/j.jneuroling.2021.101037

Cited by 4 publications

(3 citation statements)

References 71 publications

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“…Story generation • Natural skill (e.g., Bers and Cassell, 2000) • Thought to text (e.g., Fayol et al, 2012) • Voice-to-text (e.g., Whitney et al, 2009;Fudickar, 2018;Siok and Luke, 2020;Romanovska et al, 2021) Spelling • Isolated impairment (e.g., Gebauer et al, 2012) • Lexicality (e.g., Weiss and Booth, 2017) • Misspelling (e.g., Purcell et al, 2011a) • Phonemic awareness (e.g., Katzir et al, 2005;Booth et al, 2007;Kemény et al, 2018) • Priming (e.g., Cao et al, 2010) Morphology • Prefixes and suffixes (Gao et al, 2023) • Morphological processing (Louleli et al, 2022) Reading • Fluid reading (e.g., Christodoulou, 2010) • Phonological processing (e.g., Orechwa, 2009;Cherodath et al, 2017) • Syllables to sentences (e.g., Friederici, 2005) • Concrete vs. abstract words (D' Angiulli et al, 2015) • Silently vs. aloud (Xia et al, 2018) • Universal reading network (Feng et al, 2020) • Audio-visual integration (Li et al, 2023) • Functional reading network (Benischek et al, 2020) Sight words • Rapid naming (e.g., Misra et al, 2004;Saletta, 2019) • Phonological and semantic processing (Mathur et al, 2020) Sentence construction • Sentence reading (e.g., Simos et al, 2011) • Transcription vs. writing (e.g., Wallis et al, 2017) • Syntax and semantic overlap (Fish, 2020) Text • Capital vs. small letters (e.g., Augustine et al, 2015;Jung et al, 2015) • Fonts (e.g., Vinci-Booher and James, 2020;Fabiani et al, 2023) • Handwriting vs. print text (e.g., Longcamp et al, 2006;...…”

Section: Language and Pre-literacymentioning

confidence: 99%

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

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Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible.

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Section: Language and Pre-literacymentioning

confidence: 99%

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

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“…Event-related potentials (ERPs) and event-related fields (ERFs) were the brain measures used to study the awareness of derivational morphology in many populations (adults, adolescents, children [ 23 , 24 , 25 , 26 , 27 ] as well as with event-related fields (ERFs) in adults [ 28 , 29 ] and in children [ 30 , 31 , 32 ].…”

Section: Introductionmentioning

confidence: 99%

Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy

Lyytinen

Louleli

2023

Brain Sciences

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Possibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on acquiring readiness to sound out written language, i.e., the basic reading skills. Full literacy is the readiness to learn knowledge by reading. Thus, one has to be able to take two steps to reach full literacy. Indications related to both of these steps can be observe in the brain. This may be easiest when we observe the brain activity of a learner who faces difficulties in taking these steps. In fact, the serious difficulty of taking the first step can be observed soon after birth, shown below as a summary of relevant details from the paper published earlier in this journal. The step from a basic reading skill to reading comprehension requires that one must learn to read for the mediating meanings of the text, i.e., its morphological information, on top of the phonological one. This can also be approached using brain-related observations, as we show here, too. Taking these steps varies between orthographies. Here, we illustrate the learning of these steps in the context of transparently written alphabetic writings by choosing it as our concrete example because its readers form the majority of readers of alphabetic writings. After learning these facts, we had to be able to help those who face difficulties in these steps to overcome her/his bottlenecks. We summarize how we have tried to do that. Each step can be taken using a digital game-like training environment, which, happily, is now open to be distributed for the use of (almost) all in the world. How we have already tried that concerning the first step is illustrated below. Additionally, how we plan to do that concerning the second step, the final goal, completes our present story.

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“…It is recommended to be used in the context of learning lessons from the schoolbooks starting from the time children master the basic reading skill. Its empirical basis has been documented e.g., by Louleli et al (2022) and Lyytinen and Louleli (2023). The first step towards full literacy training the basic reading skill happens using the GraphoGame.…”

Section: Introductionmentioning

confidence: 99%

In search of finalizing and validating digital learning tools supporting all in acquiring full literacy

Lyytinen

Louleli

2023

Front. Psychol.

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Unlike many believe, accurate and fluent basic reading skill (ie. to decode text) is not enough for learning knowledge via reading. More than 10 years ago a digital learning game supporting the first step towards full literacy, i.e., GraphoGame (GG) was developed by the first author with his colleagues in the University of Jyväskylä, Finland. It trains the acquisition of basic reading skills, i.e., learning to sound out written language. Nowadays, when almost everyone in the world has an opportunity to use this GG, it is time to start supporting the acquisition of full literacy (FL). FL is necessary for efficient learning in school, where reading the schoolbooks successfully is essential. The present plan aims to help globally almost all who read whatever orthography to start from the earliest possible grade during which children have learned the mastery of the basic reading skill to immediately continue taking the next step to reach FL. Unlike common beliefs, support of FL is mostly needed among those who read transparent orthographies (reading by the majority of readers of alphabetic writings) which are easier to sound out due to consistency between spoken and written units at grapheme-phoneme level. This makes readers able to sound any written item which is pronounceable with only a little help of knowing what it means. Therefore, children tend to become inclined to not pay enough attention to the meaning but concentrate on decoding the text letter-by-letter. They had to learn from the beginning to approach the goal of reading, mediation of the meaning of the text. Readers of nontransparent English need to attend morphology for correct sounding. The continuing fall of OECD’s Program for International Student Assessment (PISA) results, e.g., in Finland reveals that especially boys are not any more interested in reading outside school which would be natural way to reach the main goal of reading, FL. What could be a better way to help boys towards FL than motivating them to play computer games which requires reading comprehension. The new digital ComprehensionGame designed by the first author motivates pupils to read in effective way by concurrently elevating their school achievements by connecting the training to daily reading lessons. This article describes our efforts to elaborate and validate this new digital tool by starting from populations of learners who need it most in Africa and in Finland.

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Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia

Cited by 4 publications

References 71 publications

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy

In search of finalizing and validating digital learning tools supporting all in acquiring full literacy

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