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Participants Tasks Near Infrared Spectroscopy (fNIRS) Neuroimaging Speech and Print Processing Task Analysis Hemodynamic responses were preprocessed and analyzed using Statistical Parametric Mapping (NIRS-SPM, Ver. 4)5.
Children N=17
Ages 3.5-6.5y
Pre-Literacy N = 6
Ages 3.5-4.5y (M=4.2)
Emergent Literacy N = 11
Ages 4.5-6.5y (M=6.2)
What neurodevelopmental changes in language and reading networks support the young child’s transition from pre-literate to emergent reader? Pre-literate children are already proficient users of spoken language before they embark on the challenge of reading. A child’s phonological awareness at the onset of literacy is strongly predictive of later reading ability. 1,2 The Left Inferior Frontal Gyrus (LIFG) and the left Superior Temporal Gyrus (STG), are crucially involved in relating phonological information to printed text, phonological decoding and segmentation during reading, and semantic word retrieval.3,4 Spoken language processing in the brain’s language and reading networks changes as children transition from pre-literacy to emergent literacy
1 Wagner & Torgesen (1987). Psyc Bulletin, 101, 192-212. 2 Ziegler & Goswami (2005). Psyc Bulletin, 131, 3-29. 3 Pugh, et al. (2013). Brain Lang. 125, 173-83. 4 Jasinska & Petitto (2013). Dev Neuropsyc, 6, 87-101. 5 Ye, et al. (2009). Neuroimage, 44, 428-44
Patterns of neural activation that support spoken language processing change over development as a child learns to read Pre-literate children showed greater activation in the STG for spoken nonwords vs words Emergent readers showed greater activation in the LIFG for spoken nonwords vs words Emergent readers also showed greater activation in the bilateral IFG for reading versus spoken language
New Findings At the onset of reading, the neural processing of print and speech differ in ways that reveal how the developing brain allocates neural resources towards written language and begins to learn to read
Translational Impact
New insights into the brain-basis of emergent typical reading can be used to understand children who are struggling to learn to read
1Haskins Laboratories 2University of Connecticut, 3Yale University – Child Study Center
Neural Representations of Spoken and Written Language During Emergent Literacy Kaja Jasińska1, Brian Parbhu1, Kathleen Shaw2, Nicole Landi1,2,3, Heather Bortfeld1,2, Ken Pugh1,2,3
*CORRESPONDING AUTHOR [email protected] www.haskins.yale.edu/staff/jasinska/
Younger Bilinguals - Younger Monolinguals = in STG
Spoken Language Processing in Pre-Literacy versus Emergent Literacy
Inferior Frontal (IFG) Word meaning
morphology, syntax
Superior Temporal (STG)
Phonology
Temporoparietal Letter to sound correspondence
Occipitotemporal Visual word form
Older Emergent Literacy Group
Younger Pre-Literacy Group
p = .05
Speech Nonwords>Words Left Hemisphere
Hitachi ETG 4000
Speech Nonwords>Words Left Hemisphere
Spoken Language versus Reading in Emergent Literacy
time (s)-2 -1 0 1 2 3 4 5 6 7 8
activ
ity
-0.2
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
Printed(Word(
HbO(
HbR(
p=0.07(
Print>Speech(Right(Hemisphere(
S;mulus(Offset(
Print>Speech(Le@(Hemisphere(
p=0.05(
Modality
Lexicality Auditory Words Print Words
Auditory Nonwords Print Nonwords
RESEARCH QUESTIONS
HYPOTHESIS
METHODS
RESULTS CONCLUSION
REFERENCES
Funding: NIH R01 HD 048830 (K. Pugh, PI)
R03HD053409 (N. Landi, PI)