Ioulia Kovelman|Elizabeth S. Norton|Joanna A. Christodoulou|Nadine Gaab|David A. Lieberman|Christina Triantafyllou|Markus Wolf|Susan Whitfield?Gabrieli|John D. E. Gabrieli
Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
University of Michigan–Ann Arbor|Massachusetts Institute of Technology|Massachusetts Institute of Technology|Tufts University|Massachusetts Institute of Technology|Harvard University Press|Boston Children's Hospital|Massachusetts Institute of Technology|Imaging Center|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Tufts University|Massachusetts Institute of Technology|Imaging Center|McGovern Institute for Brain Research|Massachusetts Institute of Technology|Imaging Center|McGovern Institute for Brain Research
phonological awareness knowledge speech composed syllables phonemes critical learning read phonological awareness precedes predicts successful transition language literacy weakness phonological awareness leading cause dyslexia brain basis phonological awareness spoken language children unknown used functional magnetic resonance imaging identify neural correlates phonological awareness using auditory wordrhyming task children typical readers dyslexia ages 713 younger group kindergarteners ages 56 typically developing children children dyslexia recruited left dorsolateral prefrontal cortex dlpfc making explicit phonological judgments kindergarteners matched older children dyslexia standardized tests phonological awareness also recruited left dlpfc left dlpfc may play critical role development phonological awareness spoken language critical reading etiology dyslexia