Katarzyna Chyl|Bartosz Kossowski|Agnieszka D?bska|Magdalena ?uniewska|Anna Banaszkiewicz|Agata ?elechowska|Stephen J. Frost|W. Einar Mencl|Marek Wypych|Artur Marchewka|Kenneth R. Pugh|Katarzyna Jednoróg
Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks
Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Warsaw University of Technology|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|University of Warsaw|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Haskins Laboratories|Haskins Laboratories|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Haskins Laboratories|Yale University|University of Connecticut|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego
background literacy acquisition demanding process induces significant changes brain especially spoken written language networks nevertheless largescale paediatric fmri studies still limited methods analyzed fmri data show individual differences reading performance correlate brain activation speech print 111 children attending kindergarten first grade examined group differences matched subset emergentreaders prereaders results across entire cohort individual differences analysis revealed reading skill positively correlated magnitude activation difference words symbol strings left superior temporal inferior frontal fusiform gyri group comparisons matched subset pre emergentreaders showed higher activity emergentreaders left inferior frontal precentral postcentral gyri individual differences activation natural versus vocoded speech also positively correlated reading skill primarily left temporal cortex however contrast studies adult illiterates group comparisons revealed higher activity prereaders compared readers frontal lobes printspeech coactivation observed readers individual differences analyses revealed positive correlation convergence reading skill left superior temporal sulcus conclusions results emphasise childs brain undergoes several modifications visual oral language systems process learning read also suggest printspeech convergence hallmark acquiring literacy