Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation.
Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia. Method: Children completed auditory morphological and phonological awareness tasks during functional near-infr...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 67; no. 7; pp. 2269 - 2283 |
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| Autores principales: | , , , , , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Jul2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=178362737&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178362737 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Jul2024 vid: 67 iid: 7 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 178362737 10.1044/2024_JSLHR-23-00293 ppf: 2269 ppct: 14 formats: fmt: @attributes: type: P size: 1.1MB tig: atl: Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation. aug: au: Eggleston, Rachel L. Marks, Rebecca A. Xin Sun Chi-Lin Yu Kehui Zhang Nickerson, Nia Xiaosu Hu Caruso, Valeria Kovelman, Ioulia affil: Department of Psychology, University of Michigan, Ann Arbor. McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge. Department of Psychology, University of British Columbia, Vancouver, Canada d Division of Arts and Sciences, New York University Shanghai, Shanghai, China. su: Reading Recognition (Psychology) Task performance Ability Child development Phonetics Semantics Literacy Language acquisition Training Children Psychological resilience Research funding Dyslexia Phonological awareness Brain Descriptive statistics Near infrared spectroscopy Cognition disorders in children Learning strategies Auditory perception Neuroradiology sug: subj: Reading Recognition (Psychology) Task performance Ability Child development Phonetics Semantics Literacy Language acquisition Training Children Psychological resilience Research funding Dyslexia Phonological awareness Brain Descriptive statistics Near infrared spectroscopy Cognition disorders in children Learning strategies Auditory perception Neuroradiology ab: Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia. Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, M = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, M = 8.62). Results: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes (like + ly) than more semantically transparent free base morphemes (snow + man). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes’ semantic information to boost word recognition. Conclusion: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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