Abstract

We have designed a longitudinal study to examine reading (in typically developing and reading disabledchildren) at critical points during its acquisition in readers learning writing systems that vary in orthographicdepth: Finnish, English, and Mandarin Chinese. Our previous cross sectional research in English hasidentified age- and ability-related differences in both neurobiological and behavioral trajectories; theproposed longitudinal study is aimed at gaining a better understanding of the neurocognitive factorsresponsible for the observed divergences in the reading skills of normally developing and reading disabledcohorts, and to examine the influence of writing system on these divergences. To that end, we will monitordevelopment during children's initial acquisition of the code (ages 5 to 8 years) and during the attainment offluency by intermediate level readers (ages 8 to 11 years). Developing proficiency in each longitudinalsample will be assessed with common psychometric, adaptive learning, and neurobiological (ERP and fMRI)measures so that relationships among attained skills, cognitive processing, and cortical organization can betracked.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
2P01HD001994-41
Application #
7086669
Study Section
Special Emphasis Panel (ZHD1-DSR-H (CF))
Project Start
2006-02-01
Project End
2011-01-31
Budget Start
2006-02-01
Budget End
2008-04-30
Support Year
41
Fiscal Year
2007
Total Cost
$254,238
Indirect Cost

  Institution

Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511

  Publications

Johns, Clinton L; Jahn, Andrew A; Jones, Hannah R et al. (2018) Individual differences in decoding skill, print exposure, and cortical structure in young adults. Lang Cogn Neurosci 33:1275-1295
Del Tufo, Stephanie N; Frost, Stephen J; Hoeft, Fumiko et al. (2018) Neurochemistry Predicts Convergence of Written and Spoken Language: A Proton Magnetic Resonance Spectroscopy Study of Cross-Modal Language Integration. Front Psychol 9:1507
Hämäläinen, Jarmo A; Landi, Nicole; Loberg, Otto et al. (2018) Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children. Int J Behav Dev 42:357-372
Malins, Jeffrey G; Pugh, Kenneth R; Buis, Bonnie et al. (2018) Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network. J Neurosci 38:2981-2989
Xia, Zhichao; Zhang, Linjun; Hoeft, Fumiko et al. (2018) Neural Correlates of Oral Word Reading, Silent Reading Comprehension, and Cognitive Subcomponents. Int J Behav Dev 42:342-356
Earle, F Sayako; Landi, Nicole; Myers, Emily B (2018) Adults with Specific Language Impairment fail to consolidate speech sounds during sleep. Neurosci Lett 666:58-63
Schmidtke, Daniel; Van Dyke, Julie A; Kuperman, Victor (2018) Individual variability in the semantic processing of English compound words. J Exp Psychol Learn Mem Cogn 44:421-439
Ryherd, K; Jasinska, K; Van Dyke, J A et al. (2018) Cortical regions supporting reading comprehension skill for single words and discourse. Brain Lang 186:32-43
Patael, Smadar Z; Farris, Emily A; Black, Jessica M et al. (2018) Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS One 13:e0198791
Landi, Nicole; Malins, Jeffrey G; Frost, Stephen J et al. (2018) Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age. Neuropsychologia 111:133-144

Showing the most recent 10 out of 457 publications