Maria M. Arredondo|Ka I Ip|Lucy Shih Ju Hsu|Twila Tardif|Ioulia Kovelman
Brain bases of morphological processing in young children
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Hong Kong|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
developing brain support transition spoken language print two spoken language abilities form initial base child literacy across languages knowledge language sounds phonology knowledge smallest units carry meaning morphology phonology received much attention field brain mechanisms support morphological competence learning read remain largely unknown present study young englishspeaking children completed auditory morphological awareness task behaviorally n 69 ages 612 fmri n 16 data revealed two findings first children better morphological abilities showed greater activation left temporoparietal regions previously thought important supporting phonological reading skills suggesting region supports multiple language abilities successful reading acquisition second children showed activation left frontal regions previously found active young chinese readers suggesting morphological processes reading acquisition might similar across languages findings offer new insights developing comprehensive model spoken language abilities support childrens reading acquisition across languages