Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

Wallis, Peter; Richards, Todd L.; Boord, Peter; Abbott, Robert D.; Berninger, Virginia W.

doi:10.4236/ce.2017.85055

Cited by 7 publications

(6 citation statements)

References 43 publications

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“…A boy with OWL LD who participated in a writing-readers workshop consistently produced poems instead of conventional written compositions in academic register with syntactically complete sentence construction. His preference for poetry is consistent with recent research documenting the generativity of written expression in multiple genres, including poetry, well beyond the simple distinction between narrative and expository in students with and without SLDs in writing (e.g., Wallis, Richards, Boord, Abbott, & Berninger, 2017). He received an award at school for his creative talent in poetry writing.…”

Section: Multiple Motor Domainssupporting

confidence: 76%

Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning

Berninger

Richards

Nielsen

et al. 2018

International Journal of School & Educational Psychology

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Two studies were conducted of students with and without persisting Specific Learning Disabilities (SLDs-WL) in Grades 4 to 9 (M = 11 years, 11 months) that supported the hypotheses that CELF 4 parent ratings for listening (language by ear), speaking (language by mouth), reading (language by eye), and writing (language by hand) were correlated with both (a) normed, standardized behavioral measures of listening, speaking, reading, and writing achievement (Study 1, 94 boys and 61 girls); and (b) fMRI connectivity or DTI white matter integrity involving brain regions for primary motor functions or motor planning and control, or motor timing in a subsample of right handers who did not wear metal (Study 2, 28 boys and 16 girls). Results of these assessment studies, which have implications for planning instruction for three SLDs-WL (dysgraphia, dyslexia, and oral and written language learning disability [OWL LD]), show that more than multisensory instruction is relevant. Language by ear, by mouth, by eye, and by hand, as well as motor planning, control, and output skills and motor timing should also be considered. Research is also reviewed that supports other processes beyond multisensory input alone that should also be considered for students with SLDs-WL Keywords language by ear; language by mouth; language by eye; language by hand; literacy learning The International Dyslexia Association (IDA) recommends multisensory instruction for teaching students with dyslexia. Such training emphasizes these sensory processes: auditory

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Section: Multiple Motor Domainssupporting

confidence: 76%

Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning

Berninger

Richards

Nielsen

et al. 2018

International Journal of School & Educational Psychology

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“…The current study offers some insights into the nature of writing prompts. In the present inquiry, a vague prompt allowed students to address the task with a diverse set of genre subtypes and perspectives playing to their strengths (see Wallis et al, 2017, for a listing of narrative and expository types and subtypes). However, some students, especially those presenting with SLDs, may benefit from a more specific prompt that offers a clear roadmap of where their writing should go.…”

Section: Discussionmentioning

confidence: 99%

“…The students were asked to write with pen on paper about astronauts writing while exploring outer space (Wallis et al, 2017). This open-ended prompt was intended to elicit an academic writing style because topic development required a degree of knowledge about space flight and the solar system.…”

Section: Methods Participantsmentioning

confidence: 99%

Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

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One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.

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“…For example, Wallis et al . (2017) studied the fMRI connectivity for transcription and translation during scanning and its relationships to the coded transcription and translation during written composing after scanning [11]. …”

Section: Introductionmentioning

confidence: 99%

Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning

Richards

Abbott

Yagle

et al. 2017

J Syst Integr Neurosci

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To understand mental self-government of the developing reading and writing brain, correlations of clustering coefficients on fMRI reading or writing tasks with BASC 2 Adaptivity ratings (time 1 only) or working memory components (time 1 before and time 2 after instruction previously shown to improve achievement and change magnitude of fMRI connectivity) were investigated in 39 students in grades 4 to 9 who varied along a continuum of reading and writing skills. A Philips 3T scanner measured connectivity during six leveled fMRI reading tasks (subword—letters and sounds, word—word-specific spellings or affixed words, syntax comprehension—with and without homonym foils or with and without affix foils, and text comprehension) and three fMRI writing tasks—writing next letter in alphabet, adding missing letter in word spelling, and planning for composing. The Brain Connectivity Toolbox generated clustering coefficients based on the cingulo-opercular (CO) network; after controlling for multiple comparisons and movement, significant fMRI connectivity clustering coefficients for CO were identified in 8 brain regions bilaterally (cingulate gyrus, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, superior temporal gyrus, insula, cingulum—cingulate gyrus, and cingulum—hippocampus). BASC2 Parent Ratings for Adaptivity were correlated with CO clustering coefficients on three reading tasks (letter-sound, word affix judgments and sentence comprehension) and one writing task (writing next letter in alphabet). Before instruction, each behavioral working memory measure (phonology, orthography, morphology, and syntax coding, phonological and orthographic loops for integrating internal language and output codes, and supervisory focused and switching attention) correlated significantly with at least one CO clustering coefficient. After instruction, the patterning of correlations changed with new correlations emerging. Results show that the reading and writing brain’s mental government, supported by both CO Adaptive Control and multiple working memory components, had changed in response to instruction during middle childhood/early adolescence.

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Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

Cited by 7 publications

References 43 publications

Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning

Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning

Coordinating Multiple Language Levels in Writing

Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning

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