Agnieszka D?bska|Katarzyna Chyl|Gabriela Dzi?giel|Agnieszka Kacprzak|Magdalena ?uniewska|Joanna Plewko|Artur Marchewka|Anna Grabowska|Katarzyna Jednoróg
Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study
Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences|University of Warsaw|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences|Polish Academy of Sciences|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|University of Social Sciences and Humanities|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences
manuscript reports study large sample n 170 polish speaking 813 year old children whose brain activation measured relation tasks require auditory phonological processing aimed relate brain activation individual differences reading spelling found individual proficiency reading spelling significantly correlated activation left ventral occipitotemporal cortex encompassing visual word form area implicated automatic orthographic activations reading spelling found correlate activation left anterior dorsal stream anterior supramarginal postcentral gyri results indicate level reading spelling related activity areas involved storage finegrained orthographic representations however reading level uniquely related activity regions responsible articulation motor planning graphemetophoneme correspondence form basis effective decoding skill