Kenneth R. Pugh|Nicole Landi|Jonathan L. Preston|W. Einar Mencl|Alison C. Austin|Daragh E. Sibley|Robert K. Fulbright|Mark S. Seidenberg|Elena L. Grigorenko|R. Todd Constable|Peter J. Molfese|Stephen J. Frost
The relationship between phonological and auditory processing and brain organization in beginning readers
Haskins Laboratories|University of Connecticut|Yale University|Haskins Laboratories|Yale University|Haskins Laboratories|Southern Connecticut State University|Haskins Laboratories|Haskins Laboratories|Haskins Laboratories|Haskins Laboratories|Yale University|Haskins Laboratories|University of Wisconsin–Madison|Haskins Laboratories|Yale University|Haskins Laboratories|Yale University|Haskins Laboratories|Haskins Laboratories
employed brainbehavior analyses explore relationship performance tasks measuring phonological awareness pseudoword decoding rapid auditory processing predictors reading disability brain organization print speech beginning readers printrelated activation observed shared set skillcorrelated regions including left hemisphere temporoparietal occipitotemporal sites well inferior frontal visual visual attention subcortical components speechrelated activation shared variance among reading skill measures prominently correlated activation left hemisphere inferior frontal gyrus precuneus implications brainbased models literacy acquisition discussed