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The results from studies using positron emission tomography (PET) and functional magnetic resonance imaging (fMRI) in adults have largely revealed the involvement of left-hemisphere perisylvian areas in the reading process, including extrastriate visual cortex, inferior parietal regions, superior temporal gyrus, and inferior frontal cortex. Although the recruitment of these regions varies with the particular reading-related task, general networks of regions seem to be uniquely associated with different components of the reading process. For example, visual word form processing is associated with occipital and occipitotemporal sites, whereas reading-relevant phonological processing has been associated with superior temporal, occipitotemporal and inferior frontal sites of the left hemisphere. Such findings are evaluated in light of the technical and experimental limitations encountered in functional brain imaging studies, and the implications for pediatric studies are discussed. 相似文献
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《Scientific Studies of Reading》2013,17(3):241-256
The majority of children and adults with reading disabilities exhibit pronounced difficulties on naming-speed measures such as tests of rapid automatized naming (RAN). RAN tasks require speeded naming of serially presented stimuli and share key characteristics with reading, but different versions of the RAN task vary in their sensitivity: The RAN letters task successfully predicts reading ability, whereas the RAN objects task does not reliably predict reading after kindergarten. In this study we used functional magnetic resonance imaging to evaluate the neural substrates that may underlie performance on these tasks. In two scans during the same test session, adult, average readers covertly rapidly named objects or letters or passively viewed a fixation matrix of plus signs. For both rapid naming tasks compared with fixation, activation was found in neural areas associated with eye movement control and attention as well as in a network of structures previously implicated in reading tasks. This reading network included inferior frontal cortex, temporo-parietal areas, and the ventral visual stream. Whereas the inferior frontal areas of the network were similarly activated for both letters and objects, activation in the posterior areas varied by task. The letters task caused greater activation in the angular gyrus, superior parietal lobule, and medial extrastriate areas, whereas object naming only preferentially activated an area of the fusiform gyrus. These results confirm that RAN tasks recruit a network of neural structures also involved in more complex reading tasks and suggest that the RAN letters task specifically pinpoints key components of this network. 相似文献
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Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive‐Control Brain Regions During Rest in Children 
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下载免费PDF全文 Tzipi Horowitz‐Kraus Christopher DiCesare Adam W. Kiefer 《Mind, Brain, and Education》2018,12(1):49-60
Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo‐opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The researchers examined the relationship between fixation times and FC of neural circuits related to EF during rest in children with RD and typical readers. Nineteen children participated in a 10‐min resting‐state scan. FC analysis was performed with the anterior cingulate cortex (ACC), related to cognitive control, chosen as a seed. Fixation time during word reading was used as a covariate of interest. Results demonstrated that FC between the ACC and the left inferior frontal cortex pars triangularis and left inferior prefrontal cortex during rest were negatively correlated with fixation times during word reading. These exploratory results support the critical role for the cingulo‐opercular network, which is related to cognitive control, in the reading process, and likely also in reading impairment. 相似文献
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Victor A. Khachan 《International Journal of Lifelong Education》2013,32(5):649-660
In light of the rarity and unavailability of academic publications on literacy/illiteracy in the Arab world, this study attempts to determine the linguistic needs of illiterate adult women in Egypt in the context of informal adult basic education. The purpose of this study is to understand illiterate adult women’s daily linguistic needs in relation to diglossic de‐contextualization in Arabic, the comprehension gap between colloquial and standard Arabic that contributes negatively to the process of reading and writing acquisition in standard Arabic. The present study, based on participatory action research methodology, was conducted in Egypt where 11 adult female literacy classes, five (139 subjects) in Cairo (urban) and six (151 subjects) in Menia (Upper Egypt/Northern Egypt) were group‐interviewed. The results of the group interviews clearly define the functional context of adult female illiteracy (i.e. age and immediate linguistic/literacy needs) and enforce a diglossic dichotomy, entailing ‘reading’ and ‘writing’ categories. If considered by literacy authorities, diglossic integration in adult literacy programmes/curricula will certainly help Egyptian illiterate adult women to integrate easily in their environment, the ultimate goal of all involved in the fight against adult illiteracy in the Arab world. 相似文献
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A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions
remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading
development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to
differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech
stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures
of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years.
Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal
maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1
amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient
in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal
recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related
to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech
stimuli. The early development of biologically based differences in the perception and processing of auditory information
contributes to later group differences in reading proficiencies at school age. 相似文献
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Kai Makita Mika Yamazaki Hiroki C. Tanabe Takahiko Koike Takanori Kochiyama Hirokazu Yokokawa Haruyo Yoshida Norihiro Sadato 《Mind, Brain, and Education》2013,7(4):213-224
Psychological research suggests that foreign‐language vocabulary acquisition recruits the phonological loop for verbal working memory. To depict the neural underpinnings and shed light on the process of foreign language learning, we conducted functional magnetic resonance imaging of Japanese participants without previous exposure to the Uzbek language using learning of novel Uzbek words. During encoding, spoken Uzbek words and corresponding visual objects were shown, and subjects either overtly repeated the words (phonological rehearsal) or overtly rehearsed numbers (phonological suppression). Phonological rehearsal improved the encoding performance. A learning‐related decrease in rehearsal‐specific activation was found in the left fusiform gyrus, right inferior temporal gyrus, and right cerebellum. Recollection of the phonologically rehearsed words activated the right cerebellum and left fusiform gyrus more prominently than recollection of the phonologically suppressed words in a performance‐dependent manner. The phonological loop might provide the temporal and fragile registration of the articulatory pattern that is converted into a more durable form in the right cerebellum, which is in turn integrated with the object information in the fusiform gyrus. 相似文献
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ngel Javier Tabullo Diego Shalom Yamila Sevilla Carolina Andrea Gattei Luis París Alejandro Wainselboim 《Mind, Brain, and Education》2020,14(1):32-50
Electrophysiology studies have identified two event‐related potentials that are modulated by predictive processes during language comprehension: the N400 and a frontal positivity. The N400 is smaller when words are presented within highly restrictive sentences, indicating reduced lexical retrieval costs. Violations of strong predictions generate larger frontal positivities, possibly reflecting inhibitory processes. More skilled comprehenders may exhibit enhanced predictive processing, but this possibility has seldom been investigated with event‐related potentials (ERPs). We analyzed the association between predictability ERP modulations and reading comprehension abilities. Twenty‐four undergraduate students were exposed to strongly and weakly constraining sentences, ending with an expected or unexpected final word. Their comprehension skills were assessed with a cloze task. Better comprehenders showed smaller N400s for expected words, and larger posterior positivities for unexpected endings, in strongly constraining contexts. These effects correlated with reading comprehension scores. The results suggest that better comprehenders take more advantage of predictions to reduce retrieval costs, and allocate more resources to postlexical integration processes. 相似文献
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语音加工的脑机制研究:现状、困惑及展望 总被引：1，自引：0，他引：1
语音加工是语言认知的核心功能,其脑机制是当前研究者关心的重要问题,有关语音加工脑机制的研究,既包括听觉通道中语音加工的脑机制,也包括视觉通道中语音加工的脑机制。结果发现,左侧颞上回、左侧额下回以及左侧顶下小叶等多个脑区参与到语音的认知加工过程,但各脑区在功能上不是孤立的,而是相互联系与影响,构成一个神经网络,共同负责语音加工的过程。最后我们提出了一些未来研究应改进的方向,包括研究方法、研究思路以及研究对象方面的调整。 相似文献
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Simos PG Fletcher JM Sarkari S Billingsley-Marshall R Denton CA Papanicolaou AC 《Journal of learning disabilities》2007,40(1):37-48
Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the development of reading fluency skills. Spatiotemporal brain activation profiles were obtained at baseline and after each 8-week intervention program using magnetoencephalography during the performance of an oral sight-word reading task. Changes in brain activity were found in the posterior part of the middle temporal gyrus (Brodmann's Area [BA] 21: increased degree of activity and reduced onset latency), the lateral occipitotemporal region (BA 19/37: decreased onset latency of activation), and the premotor cortex (increased onset latency). Overall changes associated with the intervention were primarily normalizing, as indicated by (a) increased activity in a region that is typically involved in lexical--semantic processing (BA 21) and (b) a shift in the relative timing of regional activity in temporal and frontal cortices to a pattern typically seen in unimpaired readers. These findings extend previous results in demonstrating significant changes in the spatiotemporal profile of activation associated with word reading in response to reading remediation. 相似文献
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This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude. 相似文献
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Clare Wood 《Journal of Research in Reading》2005,28(2):170-182
This paper reports on a small‐scale study that considered whether a phonic‐based ‘talking book’ could outperform one‐to‐one reading tuition with an adult with respect to improving beginning readers' phonological awareness over a short period. It also examined whether the children's reading strategies were affected by their use of the software. Two groups of children, one aged five years and one aged six years, used three phonic‐based talking books over six 15‐minute sessions and were assessed on their phonological awareness and reading strategies both before and after this intervention. Their performance was compared to that of matched comparison groups who were given one‐to‐one adult tutoring with the paper versions of the same books. There were no significant differences between the two groups in their phonological awareness attainment, with both groups showing equivalent gains from pre‐ to post‐test. Use of specific features of the software was associated with gains in rhyme detection ability and with changes in the children's reading strategies. 相似文献
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This paper investigates the relationship between ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 7–8 years. Their tasks consisted of reading words, reading non‐words, stressing non‐words and reproducing sequences of two, three or four non‐words by pressing the corresponding keys on the computer keyboard. Non‐word sequences were constructed with minimal non‐word pairs differing in a single phoneme (/kúpi/ ‐ /kúti/) or in the stress pattern (/mípa/ ‐ /mipá/). Results showed that performance on phoneme contrast sequences (e.g. /kúpi/ ‐ /kúti/) predicted word reading. In contrast, performance on stress contrast sequences (e.g. /mípa/ ‐ /mipá/) predicted non‐word reading, but only when two‐non‐word sequences were analysed. This suggests that stress sensitivity may be one of the factors related to reading fluency as most errors at reading non‐words consisted of false starts and pauses between syllables. Results also showed that stress sensitivity (scored in two non‐word sequences) predicted stress assignment, and that knowledge of stress rules predicted both word and non‐word reading. This suggests that stress sensitivity may help in learning stress rules, and that knowledge of stress rules is relevant for reading. 相似文献
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Zheng-luan Liao Yun-fei Tan Ya-ju Qiu Jun-peng Zhu Yan Chen Si-si Lin Ming-hao Wu Yan-ping Mao Jiao-jiao Hu Zhong-xiang Ding En-yan Yu 《Journal of Zhejiang University. Science. B》2018,19(12):924-934
The purpose of this study was to explore the differences in interhemispheric functional connectivity in patients with Alzheimer’s disease (AD) and amnestic mild cognitive impairment (aMCI) based on a triple network model consisting of the default mode network (DMN), salience network (SN), and executive control network (ECN). The technique of voxel-mirrored homotopic connectivity (VMHC) analysis was applied to explore the aberrant connectivity of all patients. The results showed that: (1) the statistically significant connections of interhemispheric brain regions included DMN-related brain regions (i.e. precuneus, calcarine, fusiform, cuneus, lingual gyrus, temporal inferior gyrus, and hippocampus), SN-related brain regions (i.e. frontoinsular cortex), and ECN-related brain regions (i.e. frontal middle gyrus and frontal inferior); (2) the precuneus and frontal middle gyrus in the AD group exhibited lower VMHC values than those in the aMCI and healthy control (HC) groups, but no significant difference was observed between the aMCI and HC groups; and (3) significant correlations were found between peak VMHC results from the precuneus and Mini Mental State Examination (MMSE) and Montreal Cognitive Scale (MOCA) scores and their factor scores in the AD, aMCI, and AD plus aMCI groups, and between the results from the frontal middle gyrus and MOCA factor scores in the aMCI group. These findings indicated that impaired interhemispheric functional connectivity was observed in AD and could be a sensitive neuroimaging biomarker for AD. More specifically, the DMN was inhibited, while the SN and ECN were excited. VMHC results were correlated with MMSE and MOCA scores, highlighting that VMHC could be a sensitive neuroimaging biomarker for AD and the progression from aMCI to AD. 相似文献
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A group of 21 participants with specific reading disorders was treated with a method derived from dual-route models and another group of 23 with a method derived from single-route models of reading. Both treatments were compared with four control treatments. The reading performance of each participant was compared with that of his or her chronological-age controls on the following variables: speed and accuracy of reading passage, isolated words and nonwords, and accuracy in homophone recognition. The treatment deriving from dual-route models produced significant improvements in the homophone recognition, compared to all other treatments. The treatment deriving from single-route models produced significant improvements, compared to all other treatments, in speed of word reading. Furthermore, these two treatments produced significant improvement with respect to all other treatments but one, in speed of nonword reading. These findings support the hypothesis that treatments derived from specific models of reading development are superior to other treatments. However the benefits obtained on the reading of isolated stimuli (words, homophones) did not significantly improve the reading of a passage. This fact suggests that treatments should include exercises involving passages or sentences. 相似文献
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DENNIS MAYS 《Support for Learning》2012,27(3):123-128
Reading standards are regarded by many as the true yardstick by which to measure school effectiveness, and the relative standards achieved by different generations are often debated by adults. Some young people do not perceive reading to be of anything like such importance, however, using digital communication habitually and easily. Each year a growing number of young people enter secondary education without having achieved functional reading. Illiteracy in Year 7 poses a real problem for the secondary SEN teacher. Financial and timetable constraints make it impossible to arrange individual multi‐sensory teaching. A programme of didactic teaching using selections from several different approaches to reading was delivered to a group of ten semi‐literate and illiterate young people throughout the 2010–2011 academic year. 相似文献
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Reading relies on a left‐lateralized network of brain areas that include the pre‐lexical processing regions of the ventral stream. Specifically, a region in the left lateral occipitotemporal sulcus (OTS) is consistently more activated for visual presentations of words than for other categories of stimuli. This region undergoes dramatic changes at the functional and structural levels when children learn to read, but little is known about the effects of early cerebral constraints on reading skills. Using anatomical magnetic resonance imaging, we investigated whether the sulcal pattern of the lateral OTS—a stable brain feature—was associated with oral reading skills. The sulcal pattern of the left but not the right lateral OTS was associated with the number of words correctly read in 3 min. This study is the first to evidence that reading is affected by early cerebral constraints, such as the sulcal morphology of the left lateral OTS. 相似文献
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Nicole Landi W. Einar Mencl Stephen J. Frost Rebecca Sandak Kenneth R. Pugh 《Annals of dyslexia》2010,60(1):102-121
Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in these regions, which included the inferior frontal gyrus, the superior temporal gyrus, and the occipitotemporal region, were largely independent of in-scanner performance in our auditory semantic task. That is, although RD participants and NI participants differed in performance in visually presented conditions, they did not differ significantly in the auditory condition, yet similar patterns of reduced activation were observed in these regions across conditions. These findings indicate a neurobiological marker in RD that is independent of task, modality, or performance. These findings are discussed in the context of current neurobiological models of RD. 相似文献