Reading Differences and Brain: Cortical Integration of Speech and Print in Sentence Processing Varies With Reader Skill

Shankweiler, Donald; Mencl, W. Einar; Braze, David; Tabor, Whitney; Pugh, Kenneth R.; Fulbright, Robert K.

doi:10.1080/87565640802418688

Cited by 59 publications

(90 citation statements)

References 46 publications

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“…For instance, in Scarborough's (1989) study, preschoolers' 247 phonological awareness, measured and analyzed as a continuous variable, uniquely explained the 248 wide variation in reading outcomes at second grade, ranging from reading disabled, to low-249 achieving, to normal. Also, functional neuroimaging research shows that the amount of overlap 250 between the neural substrates of speech processing and print processing varies continuously with 251 reading skill (Frost et al, 2009;Preston et al, 2016;Shankweiler et al, 2008), implying that 252 better readers tend to engage more phonological processing in reading and supporting the idea 253 that phonological ability may be an important locus on which individuals with different levels of 254 reading competence vary. 255…”

Section: A Community Sample For Investigating Individual Differencesmentioning

confidence: 97%

Individual Differences in Subphonemic Sensitivity and Phonological Skills

Li¹,

Braze²,

Kukona³

et al. 2017

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Many studies have established a link between phonological abilities (indexed by phonological awareness and phonological memory tasks) and typical and atypical reading development. Individuals who perform poorly on phonological assessments have been mostly assumed to have underspecified (or “fuzzy”) phonological re- presentations, with typical phonemic categories, but with greater category overlap due to imprecise encoding. An alternative posits that poor readers have overspecified phonological representations, with speech sounds perceived allophonically (phonetically distinct variants of a single phonemic category). On both accounts, mismatch between phonological categories and orthography leads to reading difficulty. Here, we consider the implications of these accounts for online speech processing. We used eye tracking and an individual differences approach to assess sensitivity to subphonemic detail in a community sample of young adults with a wide range of reading-related skills. Subphonemic sensitivity inversely correlated with meta-phonological task performance, consistent with overspecification.

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Section: A Community Sample For Investigating Individual Differencesmentioning

confidence: 97%

Individual Differences in Subphonemic Sensitivity and Phonological Skills

Li¹,

Braze²,

Kukona³

et al. 2017

Preprint

Self Cite

View full text Add to dashboard Cite

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“…When reading skills develop atypically, this processing may be altered as is apparent from both behavioral differences, such as difficulties in nonword repetition (e.g., Castro-Caldas & Reis, 2003;Ziegler, Muneaux, & Grainger, 2003), and cascading effects on neural organization, such as overlap in cortical responses to the speech and print systems (e.g., Shankweiler et al, 2008). Therefore, the objective of the current study was to explore the influence of orthography on speech production in individuals with varying levels of reading proficiency.…”

Section: Orthographic Interference In Readers Of Varying Skillmentioning

confidence: 99%

“…permanently changes the reader's processing of spoken as well as written language (Castro-Caldas & Reis, 2003;Shankweiler et al, 2008;Ziegler et al, 2003).…”

Section: Modeling the Interaction Between Language Reading And Speementioning

confidence: 99%

Orthography and Modality Influence Speech Production in Adults and Children

Saletta

Goffman

Hogan

2016

J Speech Lang Hear Res

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Purpose: The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Method: Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading.Results: Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. Conclusions: In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills.

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“…65 "Recycling" their role in oral language, areas within the PTO are recruited for reading, facilitating efficient assignment of meaning to letters and words. 41,66,67 The angular gyrus (located in the inferior parietal lobe) at the core of the PTO is particularly noteworthy and plays an integral role in this process. 23,41,68 Although not observed in our subjects, hypoactivation of the angular gyrus during reading tasks has been cited as a biomarker for dyslexia, with potential application for early identification and remediation.…”

Section: Figurementioning

confidence: 99%

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

et al. 2015

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BACKGROUND AND OBJECTIVES: Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning).METHODS: Nineteen 3-to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation.RESULTS: Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P , .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a "hub" region supporting semantic language processing, controlling for household income. CONCLUSIONS:In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy. WHAT'S KNOWN ON THIS SUBJECT:The American Academy of Pediatrics recommends parent-child reading from infancy through at least kindergarten, the span of maximal brain growth. Home literacy environment, including reading behaviors and access to books, has been shown to promote oral language and print concepts. WHAT THIS STUDY ADDS:Home reading environment is positively associated with activation of brain areas supporting narrative comprehension and mental imagery in preschool children. This offers novel insight into the neurobiological foundations of emergent literacy and potential effect of shared reading during early childhood. Dr Hutton conceptualized and designed the study, performed all data analysis, and drafted the initial manuscript and subsequent revisions; Dr Horowitz-Kraus provided guidance on study design and analysis, assisted with coordination of data collection, and reviewed and revised the manuscript; Dr Mendelsohn served as national outside facilitator and mentor for this project, provided advice on the use of the StimQ measure, and reviewed and revised the manuscript; Dr...

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Reading Differences and Brain: Cortical Integration of Speech and Print in Sentence Processing Varies With Reader Skill

Cited by 59 publications

References 46 publications

Individual Differences in Subphonemic Sensitivity and Phonological Skills

Individual Differences in Subphonemic Sensitivity and Phonological Skills

Orthography and Modality Influence Speech Production in Adults and Children

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

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