Mapping the word reading circuitry in skilled and disabled readers

How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice

Volumn , Issue , 2011, Pages 3-19

  Frost, Stephen J ^d   Sandak, Rebecca ^d   Einar Mencl, W ^a   Landi, Nicole ^a   Rueckl, Jay G ^b   Katz, Leonard ^b   Pugh, Kenneth R ^c  

^a HASKINS LABORATORIES   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

^c YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^d Department of Pediatrics Yale University School of Medicine ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84865175844     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203838006     Document Type: Chapter

References (68)

1. Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66.
2. Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing, 11, 239–273.
3. Black, S. E., & Behrmann, M. (1994). Localization in alexia. In A. Kertesz (Ed.), Localization and neuroimaging in neuropsychology (pp. 331–376). New York: Academic Press.
4. Booth, J. R., Burman, D. D., Van Santen, F. W., Harasaki, Y., Gitelman, D. R., Parrish, T. B., et al. (2001). The development of specialized brain systems in reading and oral-language. Child Neuropsychology (Neuropsychology Development Cognition, Section C), 7(3), 119–141.
5. Bradley, L., & Bryant, P. (1983). Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan Press.
6. Bruck, M. (1992). Persistence of dyslexics’ phonological deficits. Developmental Psychology, 28, 874–886.
7. Brunswick, N., McCrory, E., Price C., Frith, C. D., & Frith, U. (1999). Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: A search for Wernicke’s Wortschatz. Brain, 122, 1901–1917.
8. Cohen, L., Lehericy, S., Chochon, F., Lemer, C., Rivaud, S., & Dehaene, S. (2002). Language-specific tuning of visual cortex? Functional properties of the visual word form area. Brain, 125, 1054–1069.
9. Cornelissen, P. L., & Hansen, P. C. (1998). Motion detection, letter position encoding, and single word reading. Annals of Dyslexia, 48, 155–188.
10. Dehaene, S., Jobert, A., Naccache, L., Ciuciu, P., Poline, J.-B., Le Bihan, D., et al. (2004). Letter binding and invariant recognition of masked words: Behavioral and neuroimaging evidence. Psychological Science, 15, 307–313.
11. Eden, G. F., & Zeffiro, T. A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron 21, 279–282.
12. Fiebach, C. J., Friederici, A. D., Mueller, K., & von Cramon, D. Y. (2002). FMRI evidence for dual routes to the mental lexicon in visual word recognition. Journal of Cognitive Neuroscience, 14, 11–23.
13. Fiez, J. A., Balota, D. A., Raichle, M. E., & Petersen, S. E. (1999). Effects of lexicality, frequency, and spelling-to-sound consistency on the functional anatomy of reading. Neuron, 24, 205–218.
14. Fiez, J. A., & Peterson, S. E. (1998). Neuroimaging studies of word reading. Proceedings of the National Academy of Sciences, 95, 914–921.
15. Fletcher, J., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., et al. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6–23.
16. Foorman, B. R., Francis, D., Fletcher, J. K., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to reading: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55.
17. Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123, 71–99.
18. Frost, S. J., Mencl, W. E., Sandak, R., Moore, D. L., Rueckl, J., Katz, L., et al. (2005). An FMRI study of the trade-off between semantics and phonology in reading aloud. NeuroReport, 16, 621–624.
19. Grigorenko, E. L. (2001). Developmental dyslexia: An update on genes, brain, and environments. Journal of Child Psychology and Psychiatry, 42, 91–125.
20. Harm, M. W., & Seidenberg, M. S. (1999). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 106, 491–528.
21. Horwitz, B., Rumsey, J. M., & Donohue, B. C. (1998). Functional connectivity of the angular gyrus in normal reading and dyslexia. Proceedings of the National Academy Sciences, 95, 8939–8944.
22. Katz, L., Lee, C. H., Tabor, W., Frost, S. J., Mencl, W. E., Sandak, R., et al. (2005). Behavioral and neurobiological effects of printed word repetition in lexical decision and naming. Neuropsychologia, 43, 2068–2083.
23. Lesch, M. F. & Pollatsek, A. (1993). Automatic access of semantic information by phonological codes in visual word recognition. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 285–294.
24. Liberman, A. M. (1992). The relation of speech to reading and writing. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 167–178). Amsterdam: Elsevier.
25. Liberman, I. Y., Shankweiler, D., Fischer, W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Child Psychology, 18, 201–212.
26. Lukatela, G., Frost, S. J., & Turvey, M. T. (1999). Identity priming in English is compromised by phonological ambiguity. Journal of Experimental Psychology: Human Perception and Performance, 25, 775–790.
27. Lukatela, G., & Turvey, M. T. (1994). Visual lexical access is initially phonological: 1. Evidence from associative priming by words, homophones, and pseudohomophones. Journal of Experimental Psychology: General, 123, 107–128.
28. Papanicolaou, A. C., Pugh, K. R., Simos, P. G., & Mencl, W. E. (2004). Functional brain imaging: An introduction to concepts and applications. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 385–416). Baltimore: Paul H. Brookes.
29. Paulesu, E., Demonet, J.-F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., et al. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165–2167.
30. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
31. Perfetti, C. A., & Bell, L. (1991). Phonemic activation during the first 40 ms of word identification: Evidence from backward masking and priming. Journal of Memory & Language, 30, 473–485.
32. Perfetti, C. A., Bell, L., & Delaney, S. (1988). Automatic phonetic activation in silent word reading: Evidence from backward masking. Journal of Memory and Language, 27, 59–70.
33. Plaut, D. C., & Booth, J. R. (2000). Individual and developmental differences in semantic priming: Empirical and computational support for a single-mechanism account of lexical processing. Psychological Review, 107, 786–823.
34. Poldrack, R. A., Wagner, A. D., Prull, M. W., Desmond, J. E., Glover, G. H., & Gabrieli, J. D. (1999). Functional specialization for semantic and phonological processing in the left inferior prefrontal cortex. NeuroImage, 10, 15–35.
35. Price, C. J., Moore, C. J., Humphreys, G. W., & Wise, R. J. S. (1997). Segregating semantic from phonological processes during reading. Journal of Cognitive Neuroscience, 9, 727–733.
36. Price, C. J., Winterburn, D., Giraud, A. L., Moore, C. J., & Noppeney, U. (2003). Cortical localization of the visual and auditory word form areas: A reconsideration of the evidence. Brain and Language, 86, 272–286.
37. Price, C. J., Wise, R. J. S., & Frackowiak, R. S. J. (1996). Demonstrating the implicit processing of visually presented words and pseudowords. Cerebral Cortex, 6, 62–70.
38. Pugh, K. R., Frost, S. J., Sandak, R., Landi, N., Rueckl, J. G., Constable, R. T., et al. (2008). Effects of stimulus difficulty and repetition on printed word identification: A functional magnetic resonance imaging comparison of nonimpaired and reading disabled adolescent cohorts. Journal of Cognitive Neuroscience, 20, 1–15.
39. Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., et al. (2000). Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation & Developmental Disabilities Research Reviews, 6, 207–213.
40. Pugh, K. R., Mencl, W. E., Shaywitz, B. A., Shaywitz, S. E., Fulbright, R. K., Skudlarski, P., et al. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity in posterior cortex. Psychological Science, 11, 51–56.
41. Pugh, K. R., Sandak, R., Frost, S. J., Moore, D., Rueckl, J. G., & Mencl, W. E. (2006). Neurobiological studies of skilled and impaired reading: A work in progress. In G. D. Rosen (Ed.), The dyslexic brain: New pathways in neuroscience discovery (pp. 21–47). Mahwah, NJ: Lawrence Erlbaum
42. Rumsey, J. M., Horwitz, B., Donohue, B. C., Nace, K. L., Maisog, J. M., & Andreason, P. A. (1999). Functional lesion in developmental dyslexia: Left angular gyral blood flow predicts severity. Brain & Language, 70, 187–204.
43. Salmelin, R., Service, E., Kiesila, P., Uutela, K., & Salonen, O. (1996). Impaired visual word processing in dyslexia revealed with magnetoencephalography. Annals of Neurology, 40, 157–162.
44. Sandak, R., Mencl, W. E., Frost, S. J., Mason, S. A., & Pugh, K. R. (2004). The neurobiological basis of skilled and impaired reading: Recent findings and new directions. Scientific Studies of Reading, 8(3), 273–292.
45. Sandak, R., Mencl, W. E., Frost, S. J., Mason, S. A., Rueckl, J. G., Katz, L., et al. (2004). The neurobiology of adaptive learning in reading: A contrast of different training conditions. Cognitive Affective and Behavioral Neuroscience, 4, 67–88.
46. Sarkari, S., Simos, P. G., Fletcher, J. M., Castillo, E. M., Breier, J. I., & Papanicolaou, A. C. (2002). The emergence and treatment of developmental reading disability: Contributions of functional brain imaging. Seminars in Pediatric Neurology, 9, 227–236.
47. Scarborough, H., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech and Hearing Research, 33, 70–83.
48. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., et al. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149–156.
49. Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926–933.
50. Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., et al. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101–110.
51. Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., et al. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636–2641.
52. Simos, P. G., Breier, J. I., Fletcher, J. M., Foorman, B. R., Castillo, E. M., & Papanicolaou, A. C. (2002). Brain mechanisms for reading words and pseudowords: An integrated approach. Cerebral Cortex, 12, 297–305.
53. Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M., et al. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1213.
54. Siok, W. T., Perfetti, C. A., Jin, Z., & Tan, L. H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431, 70–76.
55. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24–53.
56. Strain, E., & Herdman, C. M. (1999). Imageability effects in word naming: An individual differences analysis. Canadian Journal of Experimental Psychology, 53, 347–359.
57. Strain, E., Patterson, K., & Seidenberg, M. S. (1995). Semantic effects in single-word naming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1140–1154.
58. Tagamets, M. A., Novick, J. M., Chalmers, M. L., & Friedman, R. B. (2000). A parametric approach of orthographic processing in the brain: An FMRI study. Journal of Cognitive Neuroscience, 1, 281–297.
59. Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9, 182–198.
60. Tarkiainen, A., Cornelissen, P. L., & Salmelin, R. (2003). Dynamics of visual feature analysis and object-level processing in face versus letter-string perception. Brain, 125, 1125–1136.
61. Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P., Merzenich, M. M., et al. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences, 100, 2860–2865.
62. Temple, E., Poldrack, R. A., Salidis, J., Deutsch, G. K., Tallal, P., Merzenich, M. M., et al. (2001). Disrupted neural responses to phonological and orthographic processing in dyslexic children: An FMRI study. NeuroReport, 12, 299–307.
63. Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370.
64. Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6, 767–773.
65. Van Orden, G. C. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory and Cognition, 10, 434–442.
66. Van Orden, G. C., Johnston, J. C., & Hale, B. L. (1988). Word identification in reading proceeds from the spelling to sound to meaning. Journal of Experimental Psychology: Memory, Language and Cognition, 14, 371–386.
67. Wolf, M., & Bowers, G. P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438.
68. Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bullitein, 131 (1), 3–29.