The neurocognitive basis of morphological processing in typical and impaired readers

Marks, Rebecca A.; Eggleston, Rachel L.; Sun, Xin; Yu, Chi‐Lin; Zhang, Kehui; Nickerson, Nia; Hu, Xiao‐Su; Kovelman, Ioulia

doi:10.1007/s11881-021-00239-9

Cited by 17 publications

(18 citation statements)

References 73 publications

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“…Poorer performance was also found on the wrong character detection test in adults with RD than in age-controls, suggesting visual orthographic deficits. Additional deficits were also found in the morphological awareness test and RAN tests, which is consistent with previous researches (Adrian-Ventura et al, 2020; Liu et al, 2013; Marks et al, 2022). In summary, adults with RD show deficits in phonological, orthographic, morphological and RAN processing, suggesting multiple deficits in the language domain (Perry et al, 2019).…”

Section: Discussionsupporting

confidence: 92%

“…Specifically, the auditory cortex or other parts of the auditory pathway is entrained to the frequency of the input speech (Ding, et al, 2016), which is also called neural oscillation. However, this entrainment is reduced in individuals with DD, especially for the delta (1-3 Hz) and theta (4-8 Hz) bands (Keshavarzi, et al, 2021;Destoky, et al, 2022;Zhang, et al, 2022). However, no one has tested this hypothesis in the visual modality yet.…”

Section: Introductionmentioning

confidence: 99%

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Orthographic deficits but typical visual perceptual processing in Chinese adults with reading disability

Yan

Chen

et al. 2023

Preprint

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Visual orthographic deficits have been reported as one of the core deficits in reading disability (RD), however, whether the deficits are orthographic-specific or domain general in all visual processing is still in debate. Hereby, we conducted an fMRI and an EEG study to examine visual orthographic deficits in Chinese adults with RD. In the fMRI study, we found that there was reduced brain activation in the left inferior temporal gyrus and right cuneus gyrus in orthographic processing (lexical minus perceptual), but not in visual perceptual processing (perceptual minus null) in adults with RD, suggesting orthographic-specific deficits. In the EEG study, adults with RD showed typical visual binding as indicated by intermodulation SSVEPs (steady-state visual-evoked potentials) for both real and pseudo characters, suggesting normal neural phase locking in the visual modality. These results consistently suggest orthographic specific deficits but normal visual perceptual processing in adults with RD, deepening our understanding of the underlying deficits associated with RD.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Orthographic deficits but typical visual perceptual processing in Chinese adults with reading disability

Yan

Chen

et al. 2023

Preprint

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“…Notably, Marks, Labotka, et al. ( 2021 ) used a different task of morphological awareness that also tapped into derived versus compound morphological awareness. The converging neuro‐behavioral evidence reveals the underlying nature of dual language representations that consider both similarities and the differences of the two lexicons and how those are processed by the developing mind and brain.…”

Section: Discussionmentioning

confidence: 99%

“…( 2020 ) and Marks, Labotka, et al. ( 2021 ). This approach of fNIRS channel visualization was also used in previous literature (Arredondo et al., 2017 ).…”

Section: Methodsmentioning

confidence: 99%

“…All participants completed standardized and experimenter‐made English language and literacy assessments, including phonological awareness (Elision subtest, Comprehensive Test of Phonological Processing, CTOPP; Wagner et al., 1999 ), Single‐word reading (Letter‐word Identification subtest, Woodcock‐Johnson IV, WJ‐IV; Schrank et al., 2014 ), Reading Comprehension (Passage Comprehension subtest, Woodcock‐Johnson IV, WJ‐IV; Schrank et al., 2014 ), and lexical morphological awareness (Early Lexical Morphology Measure, ELMM; Marks, Eggleston, et al., 2021 ). Bilingual participants also completed an assessment of Spanish or Chinese vocabulary (Chinese: Peabody Picture Vocabulary Test‐Revised, PPVT‐R, Lu & Liu, 1998 ; Spanish: Test de Vocabulario en Imágenes Peabody, TVIP, L. Dunn et al., 1986 ).…”

Section: Methodsmentioning

confidence: 99%

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Brain bases of English morphological processing: A comparison between Chinese‐English, Spanish‐English bilingual, and English monolingual children

Sun

Marks

Zhang

et al. 2022

Developmental Science

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Conflict of interest disclosure:We have no known conflict of interest to disclose. BILINGUAL BRAIN BASIS OF MORPHOLOGICAL PROCESSING 2Research Highlights -This study investigates the effects of early bilingualism on children's neural architecture for word processing by comparing monolinguals and bilinguals with a lexical morphology task -Language-specific transfer effects revealed principled functional activation differences between Chinese-English bilinguals, Spanish-English bilinguals, and English monolinguals -Common to both bilingual groups, home language proficiency was positively associated with left STG activation when processing English words that have morphological structures most distinct from their home language -Successful dual first-language acquisition is likely made possible by automating linguistically shared processes and heightened sensitivity to dissimilar processes BILINGUAL BRAIN BASIS OF MORPHOLOGICAL PROCESSING

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Phonological and morphological literacy skills in English and Chinese: A cross‐linguistic neuroimaging comparison of Chinese–English bilingual and monolingual English children

Zhang

Sun

et al. 2023

Human Brain Mapping

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Over the course of literacy development, children learn to recognize word sounds and meanings in print. Yet, they do so differently across alphabetic and character‐based orthographies such as English and Chinese. To uncover cross‐linguistic influences on children's literacy, we asked young Chinese–English simultaneous bilinguals and English monolinguals (N = 119, ages 5–10) to complete phonological and morphological awareness (MA) literacy tasks. Children completed the tasks in the auditory modality in each of their languages during functional near‐infrared spectroscopy neuroimaging. Cross‐linguistically, comparisons between bilinguals' two languages revealed that the task that was more central to reading in a given orthography, such as phonological awareness (PA) in English and MA in Chinese, elicited less activation in the left inferior frontal and parietal regions. Group comparisons between bilinguals and monolinguals in English, their shared language of academic instruction, revealed that the left inferior frontal was less active during phonology but more active during morphology in bilinguals relative to monolinguals. MA skills are generally considered to have greater language specificity than PA skills. Bilingual literacy training in a skill that is maximally similar across languages, such as PA, may therefore yield greater automaticity for this skill, as reflected in the lower activation in bilinguals relative to monolinguals. This interpretation is supported by negative correlations between proficiency and brain activation. Together, these findings suggest that both the structural characteristics and literacy experiences with a given language can exert specific influences on bilingual and monolingual children's emerging brain networks for learning to read.

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The neurocognitive basis of morphological processing in typical and impaired readers

Cited by 17 publications

References 73 publications

Orthographic deficits but typical visual perceptual processing in Chinese adults with reading disability

Orthographic deficits but typical visual perceptual processing in Chinese adults with reading disability

Brain bases of English morphological processing: A comparison between Chinese‐English, Spanish‐English bilingual, and English monolingual children

Phonological and morphological literacy skills in English and Chinese: A cross‐linguistic neuroimaging comparison of Chinese–English bilingual and monolingual English children

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