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Auteur Marek WYPYCH |
Documents disponibles écrits par cet auteur (1)
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Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks / Katarzyna CHYL in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)
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Titre : Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks Type de document : Texte imprimé et/ou numérique Auteurs : Katarzyna CHYL, Auteur ; Bartosz KOSSOWSKI, Auteur ; Agnieszka D?BSKA, Auteur ; Magdalena ?UNIEWSKA, Auteur ; Anna BANASZKIEWICZ, Auteur ; Agata ?ELECHOWSKA, Auteur ; Stephen J. FROST, Auteur ; William Einar MENCL, Auteur ; Marek WYPYCH, Auteur ; Artur MARCHEWKA, Auteur ; Kenneth R. PUGH, Auteur ; Katarzyna JEDNORÓG, Auteur Article en page(s) : p.76-87 Langues : Anglais (eng) Mots-clés : fMRI literacy prereaders reading acquisition print-speech convergence Index. décimale : PER Périodiques Résumé : Background Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited. Methods We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten or first grade and examined group differences between a matched subset of emergent-readers and prereaders. Results Across the entire cohort, individual differences analysis revealed that reading skill was positively correlated with the magnitude of activation difference between words and symbol strings in left superior temporal, inferior frontal and fusiform gyri. Group comparisons of the matched subset of pre- and emergent-readers showed higher activity for emergent-readers in left inferior frontal, precentral, and postcentral gyri. Individual differences in activation for natural versus vocoded speech were also positively correlated with reading skill, primarily in the left temporal cortex. However, in contrast to studies on adult illiterates, group comparisons revealed higher activity in prereaders compared to readers in the frontal lobes. Print-speech coactivation was observed only in readers and individual differences analyses revealed a positive correlation between convergence and reading skill in the left superior temporal sulcus. Conclusions These results emphasise that a child's brain undergoes several modifications to both visual and oral language systems in the process of learning to read. They also suggest that print-speech convergence is a hallmark of acquiring literacy. En ligne : http://dx.doi.org/10.1111/jcpp.12774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327
in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.76-87[article] Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks [Texte imprimé et/ou numérique] / Katarzyna CHYL, Auteur ; Bartosz KOSSOWSKI, Auteur ; Agnieszka D?BSKA, Auteur ; Magdalena ?UNIEWSKA, Auteur ; Anna BANASZKIEWICZ, Auteur ; Agata ?ELECHOWSKA, Auteur ; Stephen J. FROST, Auteur ; William Einar MENCL, Auteur ; Marek WYPYCH, Auteur ; Artur MARCHEWKA, Auteur ; Kenneth R. PUGH, Auteur ; Katarzyna JEDNORÓG, Auteur . - p.76-87.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.76-87
Mots-clés : fMRI literacy prereaders reading acquisition print-speech convergence Index. décimale : PER Périodiques Résumé : Background Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited. Methods We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten or first grade and examined group differences between a matched subset of emergent-readers and prereaders. Results Across the entire cohort, individual differences analysis revealed that reading skill was positively correlated with the magnitude of activation difference between words and symbol strings in left superior temporal, inferior frontal and fusiform gyri. Group comparisons of the matched subset of pre- and emergent-readers showed higher activity for emergent-readers in left inferior frontal, precentral, and postcentral gyri. Individual differences in activation for natural versus vocoded speech were also positively correlated with reading skill, primarily in the left temporal cortex. However, in contrast to studies on adult illiterates, group comparisons revealed higher activity in prereaders compared to readers in the frontal lobes. Print-speech coactivation was observed only in readers and individual differences analyses revealed a positive correlation between convergence and reading skill in the left superior temporal sulcus. Conclusions These results emphasise that a child's brain undergoes several modifications to both visual and oral language systems in the process of learning to read. They also suggest that print-speech convergence is a hallmark of acquiring literacy. En ligne : http://dx.doi.org/10.1111/jcpp.12774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327