Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs

Aboud, Katherine S.; Bailey, Stephen; Petrill, Stephen A.; Cutting, Laurie E.

doi:10.1111/desc.12422

Cited by 45 publications

(64 citation statements)

References 82 publications

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“…Of neurological significance, many of the changes from time 1 to time 2 in mean fMRI connectivity involved angular gyrus, which has been shown to be involved in reading comprehension [1,50]. In addition, many of the functional connections in brain observed in the current study for reading tasks coincide with ones that have been identified in meta-analyses for handwriting [49] and word spelling [52].…”

Section: Discussionsupporting

confidence: 52%

“…2. The seed point is known to be involved in reading [1,50]; and the region with which it is connected, the cingulate, is known to be involved in executive functions for written language [4,14]. …”

Section: Resultsmentioning

confidence: 99%

“…Thus, in the current study statistically significant magnitude of fMRI functional connectivity was measured from angular gyrus, a seed known to be involved in reading comprehension [1], with other regions, and from right Broca’s area, a seed known to be involved in executive functions for language especially written words [4]. Two kinds of fMRI functional connectivity analyses were performed: (a) response to intervention (brain RTI) following completion of the twelve computer lessons (once a week across three months); and (b) correlations between the magnitude of statistically significant fMRI connectivity and idea units expressed in each reading-writing task (notes or summaries) and mode of writing (touch typing by keyboard or handwriting by pencil) at time 1 before instruction and time 2 after instruction.…”

Section: Introductionmentioning

confidence: 99%

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Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings

Richards

Peverly

Wolf

et al. 2016

Trends in Neuroscience and Education

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Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks—one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca’s) and during text level reading comprehension (from right angular gyrus→cingulate). Proportions of ideas units in children’s writing compared to idea units in source texts did not differ across combinations of reading-writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became significant after the strategy instruction between proportion of idea units and brain connectivity at all levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations from insignificant to significant after strategy instruction occurred only at text level reading comprehension during scanning. Thus, handwriting during note-taking may benefit all levels of language during reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory study appear to benefit only the text level of reading comprehension. Neurological and educational significance of the interdisciplinary research findings for integrating reading and writing and future research directions are discussed.

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Section: Discussionsupporting

confidence: 52%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings

Richards

Peverly

Wolf

et al. 2016

Trends in Neuroscience and Education

View full text Add to dashboard Cite

show abstract

“…The Jülich histological (cyto-and myeloarchitectonic) atlas [12,13] is part of this software. Although the Jülich atlas contains many important language-related brain regions, it does not contain a specifically named region for the angular gyrus which is important for the functional reading brain [40]. However, the Jülich atlas does contain the inferior parietal lobule and its sub-parts which overlap with the angular gyrus.…”

Section: Data Analysesmentioning

confidence: 99%

Brain Connectivity Associated with Cascading Levels of Language

Richards

Nagy

Abbott

et al. 2016

J Syst Integr Neurosci

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Typical oral and written language learners (controls) (5 girls, 4 boys) completed fMRI reading judgment tasks (sub-word grapheme-phoneme, word spelling, sentences with and without spelling foils, affixed words, sentences with and without affix foils, and multi-sentence). Analyses identified connectivity within and across adjacent levels (units) of language in reading: from subword to word to syntax in Set I and from word to syntax to multi-sentence in Set II). Typicals were compared to (a) students with dyslexia (6 girls, 10 boys) on the subword and word tasks in Set I related to levels of language impaired in dyslexia, and (b) students with oral and written language learning disability (OWL LD) (3 girls, 2 boys) on the morphology and syntax tasks in Set II, related to levels of language impaired in OWL LD. Results for typical language learners showed that adjacent levels of language in the reading brain share common and unique connectivity. The dyslexia group showed over-connectivity to a greater degree on the imaging tasks related to their levels of language impairments than the OWL LD group who showed under-connectivity to a greater degree than did the dyslexia group on the imaging tasks related to their levels of language impairment. Results for these students in grades 4 to 9 (ages 9 to 14) are discussed in reference to the contribution of patterns of connectivity across levels of language to understanding the nature of persisting dyslexia and dysgraphia despite early intervention.

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“…In recent years functional magnetic resonance imaging (fMRI) studies have begun to reveal a network of regions that contributes to the construction of coherent mental representations of narratives (e.g., Egidi & Caramazza, 2013;Ferstl & Von Cramon, 2001;Mason & Just, 2006;Virtue, Haberman, Clacny, Parrish, & Beeman, 2006;Xu, Kemeny, Park, Frattali, & Braun, 2005;Yarkoni, Speer, & Zacks, 2008), as well as expository texts (e.g., Aboud, Bailey, Petrill, & Cutting, 2016;Moss & Schunn, 2015;Swett et al, 2013). In a comprehensive meta-analysis of neuroimaging studies on text comprehension processes, Ferstl, Neumann, Bogler, and von Cramon (2008) showed that this type of higher level language comprehension involves activation in many brain regions.…”

mentioning

confidence: 99%