Reading for meaning in dyslexic and young children: Distinct neural pathways but common endpoints

Neuropsychologia

Volumn 47, Issue 12, 2009, Pages 2544-2557

  Schulz, Enrico ^a,b   Maurer, Urs ^a,c   van der Mark, Sanne ^d   Bucher, Kerstin ^d   Brem, Silvia ^a,e   Martin, Ernst ^d   Brandeis, Daniel ^a,f  

^a UNIVERSITY OF ZURICH   (Switzerland)

^b TECHNICAL UNIVERSITY OF MUNICH   (Germany)

^c WEILL CORNELL MEDICAL COLLEGE   (United States)

^d UNIVERSITY CHILDREN S HOSPITAL   (Switzerland)

^e UNIVERSITY OF JYVÄSKYLÄ   (Finland)

^f CENTRAL INSTITUTE OF MENTAL HEALTH   (Germany)

Author keywords

Development; Dyslexia; EEG; fMRI; Semantic

Indexed keywords

AGE; ARTICLE; CHILD; CHILD PSYCHIATRY; CONTROLLED STUDY; DYSLEXIA; EVENT RELATED POTENTIAL; FUNCTIONAL MAGNETIC RESONANCE IMAGING; HUMAN; LANGUAGE PROCESSING; MAJOR CLINICAL STUDY; PARIETAL LOBE; READING; SCHOOL CHILD; SEMANTICS;

ANALYSIS OF VARIANCE; BRAIN MAPPING; CEREBRAL CORTEX; CHILD; COMPREHENSION; DYSLEXIA; ELECTROENCEPHALOGRAPHY; EVOKED POTENTIALS, VISUAL; FEMALE; HUMANS; IMAGE PROCESSING, COMPUTER-ASSISTED; MAGNETIC RESONANCE IMAGING; MALE; NEURAL PATHWAYS; NEUROPSYCHOLOGICAL TESTS; OXYGEN; REACTION TIME; READING; SEMANTICS; TIME FACTORS;

EID: 67650097097     PISSN: 00283932     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.neuropsychologia.2009.04.028     Document Type: Article

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