Madison M. Berl|Elizabeth S. Duke|J. Patrick Mayo|Lisa R. Rosenberger|E. N. Moore|John W. VanMeter|Nan Bernstein Ratner|Chandan J. Vaidya|William D. Gaillard
Functional anatomy of listening and reading comprehension during development
Children's National|Children's National|National Institutes of Health|National Institute of Neurological Disorders and Stroke|Children's National|Children's National|National Institutes of Health|National Institute of Neurological Disorders and Stroke|Children's National|National Institutes of Health|National Institute of Neurological Disorders and Stroke|Georgetown University|University of Maryland, College Park|Children's National|Georgetown University|Children's National|National Institutes of Health|National Institute of Neurological Disorders and Stroke|Georgetown University
listening reading comprehension paragraphlength material considered higherorder language skills fundamental social academic functioning using ecologically relevant language stimuli matched difficulty according developmental level analyze effects task age neuropsychological skills posttask performance fmri activation hemispheric laterality areas supramodal language processing identified robust region leftlateralized activation along superior temporal sulcus functionally conjunction role semantic syntactic processing leading us refer conjunction comprehension cortex different adults supramodal areas children include less extensive inferior frontal gyrus extensive right cerebellum right temporal pole broader neuroanatomical pathways recruited reading reflecting active processing larger set cognitive demands needed reading compared listening stories roi analyses reveal reading less lateralized language task listening inferior frontal superior temporal areas likely reflects difficulty task children study still developing reading skills listening stories temporal activation stable age four correlations age neuropsychological skills posttask performance contrast frontal activation listening stories occurs often older children frontal activation positively correlated better performance comprehension questions suggesting activation frontal networks may reflect greater integration depth story processing