scholarly journals Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

2021 ◽  
Vol 15 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Karla K. McGregor ◽  
James R. Booth
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Behavioral Performance ◽  
Reading Growth ◽  
Best Fitting ◽  
Decisive Evidence ◽  
Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills 2 years later. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model; (2) measures of semantic and phonological neural specialization; (3) performance on semantic and phonological behavioral tasks; or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills are predictive of growth in reading. However, results from the exploratory analyses, which included a larger sample, added age at Time 1 as a covariate, and investigated relative growth in reading, demonstrated decisive evidence that variability in phonological processing is predictive of reading growth. The best fitting model included both measures of specialization within the posterior superior temporal gyrus (pSTG) and behavioral performance. This work provides important evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

scholarly journals Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

2019 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Karla Kay McGregor ◽  
James R. Booth
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Preliminary Evidence ◽  
Reading Growth ◽  
Best Fitting ◽  
And Performance ◽  
Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills from 5-to-8 years old. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model, (2) measures of semantic and phonological neural specialization, (3) performance on semantic and phonological behavioral tasks, or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills predict growth in reading. However, results from the exploratory analyses, which included a larger sample, focused exclusively on the phonological predictors, and investigated relative growth in reading, demonstrated strong evidence that variability in phonological processing is predictive of growth in word reading skills. Specifically, the best fitting model included both measures of phonological neural specialization within the posterior superior temporal gyrus and performance on a phonological behavioral task. This work provides important preliminary evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

Contemporary model of language organization: an overview for neurosurgeons

2015 ◽  
Vol 122 (2) ◽  
pp. 250-261 ◽  
Author(s):  
Edward F. Chang ◽  
Kunal P. Raygor ◽  
Mitchel S. Berger
Keyword(s):  
Speech Processing ◽  
Phonological Processing ◽  
Semantic Processing ◽  
Functional Organization ◽  
Inferior Frontal Gyrus ◽  
Superior Temporal Gyrus ◽  
Functional Neuroanatomy ◽  
Additional Information ◽  
Dorsal Pathway ◽  
Subcortical Mapping

Classic models of language organization posited that separate motor and sensory language foci existed in the inferior frontal gyrus (Broca's area) and superior temporal gyrus (Wernicke's area), respectively, and that connections between these sites (arcuate fasciculus) allowed for auditory-motor interaction. These theories have predominated for more than a century, but advances in neuroimaging and stimulation mapping have provided a more detailed description of the functional neuroanatomy of language. New insights have shaped modern network-based models of speech processing composed of parallel and interconnected streams involving both cortical and subcortical areas. Recent models emphasize processing in “dorsal” and “ventral” pathways, mediating phonological and semantic processing, respectively. Phonological processing occurs along a dorsal pathway, from the posterosuperior temporal to the inferior frontal cortices. On the other hand, semantic information is carried in a ventral pathway that runs from the temporal pole to the basal occipitotemporal cortex, with anterior connections. Functional MRI has poor positive predictive value in determining critical language sites and should only be used as an adjunct for preoperative planning. Cortical and subcortical mapping should be used to define functional resection boundaries in eloquent areas and remains the clinical gold standard. In tracing the historical advancements in our understanding of speech processing, the authors hope to not only provide practicing neurosurgeons with additional information that will aid in surgical planning and prevent postoperative morbidity, but also underscore the fact that neurosurgeons are in a unique position to further advance our understanding of the anatomy and functional organization of language.

Cognition, Metacognition, and Achievement of College Students with Learning Disabilities

2005 ◽  
Vol 28 (4) ◽  
pp. 261-272 ◽  
Author(s):  
Guy Trainin ◽  
H. Lee Swanson
Keyword(s):  
College Students ◽  
Learning Strategies ◽  
Phonological Processing ◽  
Help Seeking ◽  
Semantic Processing ◽  
Short Term Memory ◽  
Word Reading ◽  
Self Regulation ◽  
Students With Learning Disabilities ◽  
Students With Ld

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N=40). Although achievement levels for both groups were comparable, students with LD scored significantly lower than students without LD in word reading, processing speed, semantic processing, and short-term memory. Differences were also found between groups in self-regulation and number of hours of studying. Results showed that students with LD compensated for their processing deficits by relying on verbal abilities, learning strategies, and help seeking.

Semantic memory and reading abilities: A case report

1995 ◽  
Vol 1 (1) ◽  
pp. 104-110 ◽  
Author(s):  
Lisa Cipolotti ◽  
Elizabeth K. Warrington
Keyword(s):  
Semantic Memory ◽  
Phonological Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Word Meaning ◽  
Frequency Effect ◽  
Word Frequency Effect ◽  
Word Comprehension ◽  
Reading Abilities ◽  
The Common

AbstractWe document the unexpected dissociation of preserved reading skills in a patient with severely impaired semantic memory. The common co-occurrence between impairment of word meaning and surface dyslexia has not been observed. The patient (hereafter called DRN) had marked naming and word comprehension difficulties. A strong word frequency effect was observed on tests of word comprehension but was absent in a test of word reading. DRN's ability to read both regular and exception words that he failed to comprehend was remarkably well preserved. We will argue that these findings provide further support for the independence of semantic and phonological processing. (JINS, 1995, I, 104–110.)

scholarly journals Triangulation of the neurocomputational architecture underpinning reading aloud

2015 ◽  
Vol 112 (28) ◽  
pp. E3719-E3728 ◽  
Author(s):  
Paul Hoffman ◽  
Matthew A. Lambon Ralph ◽  
Anna M. Woollams
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Semantic Processing ◽  
Word Reading ◽  
Reading Aloud ◽  
Brain Regions ◽  
Semantic Knowledge ◽  
Cognitive Models ◽  
Causal Modeling ◽  
Neural Pathways

The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route.

scholarly journals The Left Posterior Superior Temporal Gyrus Participates Specifically in Accessing Lexical Phonology

2008 ◽  
Vol 20 (9) ◽  
pp. 1698-1710 ◽  
Author(s):  
William W. Graves ◽  
Thomas J. Grabowski ◽  
Sonya Mehta ◽  
Prahlad Gupta
Keyword(s):  
Phonological Processing ◽  
Repetition Priming ◽  
Semantic Processing ◽  
Superior Temporal Gyrus ◽  
Repetition Suppression ◽  
Left Posterior ◽  
Whole Word ◽  
Conjunction Analysis ◽  
Lexical Phonology ◽  
Phonological Access

Impairments in phonological processing have been associated with damage to the region of the left posterior superior temporal gyrus (pSTG), but the extent to which this area supports phonological processing, independent of semantic processing, is less clear. We used repetition priming and neural repetition suppression during functional magnetic resonance imaging (fMRI) in an auditory pseudoword repetition task as a semantics-free model of lexical (whole-word) phonological access. Across six repetitions, we observed repetition priming in terms of decreased reaction time and repetition suppression in terms of reduced neural activity. An additional analysis aimed at sublexical phonology did not show significant effects in the areas where repetition suppression was observed. To test if these areas were relevant to real word production, we performed a conjunction analysis with data from a separate fMRI experiment which manipulated word frequency (a putative index of lexical phonological access) in picture naming. The left pSTG demonstrated significant effects independently in both experiments, suggesting that this area participates specifically in accessing lexical phonology.

scholarly journals Summer Learning Loss among Elementary School Children with Reading Disabilities

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Jessica Menard ◽  
Alexander M Wilson
Keyword(s):  
Private School ◽  
Phonological Processing ◽  
Reading Disabilities ◽  
Reading Skills ◽  
Word Reading ◽  
Receptive Vocabulary ◽  
Learning Loss ◽  
Summer Learning ◽  
Sight Word ◽  
Sight Word Reading

This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6 attending a public school. All students were tested in May/June and September on measures of reading achievement, phonological processing, and oral receptive vocabulary. Significant regression in the RD group’s scores was found on speed of sight word reading, speeded phonological decoding, and untimed sight word reading. These results suggested that students with RD tend to decline in areas that require automatic reading skills. Implications for students with RD in relation to periods of extended absence from formal literacy instruction are discussed.

Motor theory modulated by task load: strategies of phonological processing in frontal aphasia revealed by tDCS over the LIFG

2019 ◽  
Author(s):  
Lílian Rodrigues de Almeida ◽  
Paul A. Pope ◽  
Peter Hansen
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Phonological Processing ◽  
Inferior Frontal Gyrus ◽  
Dorsal Stream ◽  
Superior Temporal Gyrus ◽  
Motor Theory ◽  
Task Load ◽  
Cathodal Tdcs ◽  
The Individual

In our previous studies we supported the claim that the motor theory is modulated by task load. Motoric participation in phonological processing increases from speech perception to speech production, with the endpoints of the dorsal stream having changing and complementary weightings for processing: the left inferior frontal gyrus (LIFG) being increasingly relevant and the left superior temporal gyrus (LSTG) being decreasingly relevant. Our previous results for neurostimulation of the LIFG support this model. In this study we investigated whether our claim that the motor theory is modulated by task load holds in (frontal) aphasia. Person(s) with aphasia (PWA) after stroke typically have damage on brain areas responsible for phonological processing. They may present variable patterns of recovery and, consequently, variable strategies of phonological processing. Here these strategies were investigated in two PWA with simultaneous fMRI and tDCS of the LIFG during speech perception and speech production tasks. Anodal tDCS excitation and cathodal tDCS inhibition should increase with the relevance of the target for the task. Cathodal tDCS over a target of low relevance could also induce compensation by the remaining nodes. Responses of PWA to tDCS would further depend on their pattern of recovery. Responses would depend on the responsiveness of the perilesional area, and could be weaker than in controls due to an overall hypoactivation of the cortex. Results suggest that the analysis of motor codes for articulation during phonological processing remains in frontal aphasia and that tDCS is a promising diagnostic tool to investigate the individual processing strategies.

Neural deficits in auditory phonological processing in Chinese children with English reading impairment

2015 ◽  
Vol 19 (2) ◽  
pp. 331-346 ◽  
Author(s):  
XIANGZHI MENG ◽  
HANLIN YOU ◽  
MEIXIA SONG ◽  
AMY S. DESROCHES ◽  
ZHENGKE WANG ◽  
...  
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Inferior Frontal Gyrus ◽  
Superior Temporal Gyrus ◽  
Neural Mechanism ◽  
Reading Impairment ◽  
English Reading ◽  
L2 Learners ◽  
L1 And L2 ◽  
Esl Learners

Auditory phonological processing skills are critical for successful reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory phonological processing remain unknown in English-as-the-second-language (ESL) learners with reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English impairment across the L1 and L2 learners.

Improved incidental memory with nicotine after semantic processing, but not after phonological processing

2001 ◽  
Vol 153 (2) ◽  
pp. 258-263 ◽  
Author(s):  
David M. Warburton ◽  
Abigail Skinner ◽  
Christopher D. Martin
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Incidental Memory
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