Academic Journal
Brain dynamics of (a)typical reading development—a review of longitudinal studies.
| Τίτλος: | Brain dynamics of (a)typical reading development—a review of longitudinal studies. |
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| Συγγραφείς: | Chyl, Katarzyna, Fraga-González, Gorka, Brem, Silvia, Jednoróg, Katarzyna |
| Πηγή: | NPJ Science of Learning; 2/1/2021, Vol. 6 Issue 1, p1-9, 9p |
| Θεματικοί όροι: | Dyslexia, Literacy, Brain imaging, Auditory evoked response, Neural development |
| Περίληψη: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of NPJ Science of Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Links: – Type: other Text: Availability: 0 CustomLinks: – Url: https://dx.doi.org/doi:10.1038/s41539-020-00081-5 Name: EDS - Springer Nature Journals (s7799221) Category: fullText Text: View record at Springer |
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| Header | DbId: edb DbLabel: Complementary Index An: 148426938 RelevancyScore: 900 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 899.881225585938 |
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| Items | – Name: Title Label: Title Group: Ti Data: Brain dynamics of (a)typical reading development—a review of longitudinal studies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chyl%2C+Katarzyna%22">Chyl, Katarzyna</searchLink><br /><searchLink fieldCode="AR" term="%22Fraga-González%2C+Gorka%22">Fraga-González, Gorka</searchLink><br /><searchLink fieldCode="AR" term="%22Brem%2C+Silvia%22">Brem, Silvia</searchLink><br /><searchLink fieldCode="AR" term="%22Jednoróg%2C+Katarzyna%22">Jednoróg, Katarzyna</searchLink> – Name: TitleSource Label: Source Group: Src Data: NPJ Science of Learning; 2/1/2021, Vol. 6 Issue 1, p1-9, 9p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Brain+imaging%22">Brain imaging</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+evoked+response%22">Auditory evoked response</searchLink><br /><searchLink fieldCode="DE" term="%22Neural+development%22">Neural development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of NPJ Science of Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1038/s41539-020-00081-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1 Subjects: – SubjectFull: Dyslexia Type: general – SubjectFull: Literacy Type: general – SubjectFull: Brain imaging Type: general – SubjectFull: Auditory evoked response Type: general – SubjectFull: Neural development Type: general Titles: – TitleFull: Brain dynamics of (a)typical reading development—a review of longitudinal studies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chyl, Katarzyna – PersonEntity: Name: NameFull: Fraga-González, Gorka – PersonEntity: Name: NameFull: Brem, Silvia – PersonEntity: Name: NameFull: Jednoróg, Katarzyna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: 2/1/2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 20567936 Numbering: – Type: volume Value: 6 – Type: issue Value: 1 Titles: – TitleFull: NPJ Science of Learning Type: main |
| ResultId | 1 |