Spoken language proficiency predicts print-speech convergence in beginning readers

Marks, Rebecca A.; Kovelman, Ioulia; Kepinska, Olga; Oliver, Myriam; Xia, Zhichao; Haft, Stephanie L.; Zekelman, Leo; Duong, Priscilla H.; Uchikoshi, Yuuko; Hancock, Roeland; Hoeft, Fumiko

doi:10.1016/j.neuroimage.2019.116021

Cited by 32 publications

(28 citation statements)

References 40 publications

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“…Polish and American children using the same fMRI tasks, the bilateral IFG and STG/MTG regions showed overlapping print-speech activations for children in both languages (Chyl et al 2019a, b). Similar print-speech convergence was reported in previous studies on typical beginning and skilled adult readers of different orthographies (Rueckl et al 2015;Preston et al 2016;Marks et al 2019). The level of print-speech convergence in older children with typical development from the 3rd to 5th grades has never been investigated before.…”

Section: Discussionsupporting

confidence: 78%

“…To create ROIs, we used anatomical masks created with AAL atlas in the WFU_pickatlas toolbox. Based on previous literature concerning print-speech convergence (Marks et al 2019;Preston et al 2016;Chyl et al 2019a, b), we chose four ROIs belonging to the reading network: the left and right IFG and the left and right STG/MTG. Next, all between-group differences in a number of activated voxels in ROIs were tested within one repeated measure ANOVA model.…”

Section: Print-speech Convergence Analysismentioning

confidence: 99%

“…The level of overlapping print and speech activations in the left middle and superior temporal gyri (MTG/STG) positively correlates with the reading level in beginning readers (Chyl et al 2018). Furthermore, the level of print-speech convergence in the left STG/MTG (Marks et al 2019) and left inferior frontal gyrus (IFG) (Preston et al 2016) predicts reading outcomes 1 or 2 years later. The individual level of phonological awareness (PA) has also been positively associated with the extent of overlap in activation for print and speech in the left pSTG (Frost et al 2009).…”

Section: Introductionmentioning

confidence: 99%

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Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit

et al. 2021

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There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components and whether they rely, in a similar fashion, on sublexical and lexical pathways of word processing. The present study investigates whether the neural substrates of word processing differ in children with various patterns of reading and spelling deficits. Using functional magnetic resonance imaging, we compared written and auditory processing in three groups of 9–13-year olds (N = 104): (1) with age-adequate reading and spelling skills; (2) with reading and spelling deficits (i.e., dyslexia); (3) with isolated spelling deficits but without reading deficits. In visual word processing, both deficit groups showed hypoactivations in the posterior superior temporal cortex compared to typical readers and spellers. Only children with dyslexia exhibited hypoactivations in the ventral occipito-temporal cortex compared to the two groups of typical readers. This is the result of an atypical pattern of higher activity in the occipito-temporal cortex for non-linguistic visual stimuli than for words, indicating lower selectivity. The print–speech convergence was reduced in the two deficit groups. Impairments in lexico-orthographic regions in a reading-based task were associated primarily with reading deficits, whereas alterations in the sublexical word processing route could be considered common for both reading and spelling deficits. These findings highlight the partly distinct alterations of the language network related to reading and spelling deficits.

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Section: Discussionsupporting

confidence: 78%

Section: Print-speech Convergence Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit

et al. 2021

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“…Specifically, learning to read consists in creating abstract representation of written words and connecting it to areas coding for meaning and pronunciation 67 . In line, in fMRI studies, the extent of print-speech convergence in the left STG, a region also highlighted by structural studies as crucial for reading acquisition, could predict reading performance achieved one 68 or two years later 69 in beginning English readers. Co-activation in the left STG during speech and print processing also differentiated young readers from pre-readers and correlated with reading performance in Polish six-year olds 70 .…”

Section: Neural Precursors Of Readingmentioning

confidence: 59%

Brain dynamics of (a)typical reading development—a review of longitudinal studies

et al. 2021

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Literacy development is a process rather than a single event and thus should be studied at multiple time points. A longitudinal design employing neuroimaging methods offers the possibility to identify neural changes associated with reading development, and to reveal early markers of dyslexia. The core of this review is a summary of findings from longitudinal neuroimaging studies on typical and atypical reading development. Studies focused on the prediction of reading gains with a single neuroimaging time point complement this review. Evidence from structural studies suggests that reading development results in increased structural integrity and functional specialization of left-hemispheric language areas. Compromised integrity of some of these tracts in children at risk for dyslexia might be compensated by higher anatomical connectivity in the homologous right hemisphere tracts. Regarding function, activation in phonological and audiovisual integration areas and growing sensitivity to print in the ventral occipito-temporal cortex (vOT) seem to be relevant neurodevelopmental markers of successful reading acquisition. Atypical vOT responses at the beginning of reading training and infant auditory brain potentials have been proposed as neuroimaging predictors of dyslexia that can complement behavioral measures. Besides these insights, longitudinal neuroimaging studies on reading and dyslexia are still relatively scarce and small sample sizes raise legitimate concerns about the reliability of the results. This review discusses the challenges of these studies and provides recommendations to improve this research area. Future longitudinal research with larger sample sizes are needed to improve our knowledge of typical and atypical reading neurodevelopment.

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“…Improved speech perception and production skills have been observed in children with cochlear implants (CIs) Geers et al, 2008;Miyamoto et al, 1996;Niparko et al, 2010;Peng, Spencer, & Tombin, 2004). Given the positive relationship between spoken language and reading development in children with typical hearing (TH) (Marks et al, 2019;Snowling & Melby-Lervåg, 2016;Storch & Whitehurst, 2002), it is reasonable to suggest that DHH children may benefit from the use of cochlear implants when learning to read.…”

mentioning

confidence: 99%

Meta-analytic findings on reading in children with cochlear implants

Wang

Sibaii

Lee

et al. 2021

Preprint

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This meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children with cochlear implants and children with hearing aids. Of the 5,642 articles screened, 47 articles met predetermined inclusion criteria. The robust variance estimation based meta-analysis models were used to synthesize all the effect sizes. Children with cochlear implants performed significantly worse than their hearing peers for phonological awareness (g = -1.62, p < .001), vocabulary (g = -1.50, p < .001), decoding (g = -1.24, p < .001), and reading comprehension (g = -1.39, p < .001), but not for fluency (g = -.67, p = .054). Children with cochlear implants only scored significantly lower in phonological awareness (g = -.30, p = .028) than children with hearing aids. The only significant moderator was the percentage of unilateral cochlear implant that negatively impact the group difference between children with cochlear implants and their hearing peers. Findings from this study confirm a positive shift in reading outcomes for profoundly deaf children as a consequence of cochlear implantation despite the poor scores in all constructs.

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Spoken language proficiency predicts print-speech convergence in beginning readers

Cited by 32 publications

References 40 publications

Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit

Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit

Brain dynamics of (a)typical reading development—a review of longitudinal studies

Meta-analytic findings on reading in children with cochlear implants

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