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...

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Publicado en:	Journal of Speech, Language & Hearing Research Vol. 67; no. 7; pp. 2269 - 2283
Autores principales:	Eggleston, Rachel L., Marks, Rebecca A., Xin Sun, Chi-Lin Yu, Kehui Zhang, Nickerson, Nia, Xiaosu Hu, Caruso, Valeria, Kovelman, Ioulia
Formato:	Artículo
Publicado:	American Speech-Language-Hearing Association Jul2024
Materias:	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
Acceso en línea:	Ver este registro en EBSCOhost

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