Katarzyna Chyl|Bartosz Kossowski|Agnieszka D?bska|Magdalena ?uniewska|Artur Marchewka|Kenneth R. Pugh|Katarzyna Jednoróg
Reading Acquisition in Children: Developmental Processes and Dyslexia-Specific Effects
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|Haskins Laboratories|Yale University|University of Connecticut|Instytut Biologii Do?wiadczalnej im. Marcelego Nenckiego|Polish Academy of Sciences
objective decreased activation print left ventral dorsal anterior pathways implicated readers dyslexia drs also characteristic typical beginning readers studies compared drs agematched peers observed results could represent dyslexia phenotype developmental delay study aimed disentangle reading dyslexia effects using 2 control groups matched age skill longitudinal design method brain response print compared drs typical readers trs beginning schooling time point 1 tp 67 years old read average 3 words per minute drs tp1 improved reading average level advanced readers ars tp1 read well drs 2 years later tp3 89 years old tr dr groups tracked longitudinally observe neurodevelopmental changes results tp1 drs differ trs time trs developed neural circuit reading left inferior frontal fusiform gyri tp3 drs exhibited hypoactivation areas compared agematched trs tp3 readingmatched ars tp1 controls tp3 trs showed hypoactivation left frontal bilateral ventral occipital regions compared ars effects nonoverlapping dr hypoactivations partly explained iq conclusion decreased activation left fusiform inferior frontal gyri print drs results atypical developmental trajectory reading cannot explained solely lower reading skills decreased activation print left ventral dorsal anterior pathways implicated readers dyslexia drs also characteristic typical beginning readers studies compared drs agematched peers observed results could represent dyslexia phenotype developmental delay study aimed disentangle reading dyslexia effects using 2 control groups matched age skill longitudinal design brain response print compared drs typical readers trs beginning schooling time point 1 tp 67 years old read average 3 words per minute drs tp1 improved reading average level advanced readers ars tp1 read well drs 2 years later tp3 89 years old tr dr groups tracked longitudinally observe neurodevelopmental changes tp1 drs differ trs time trs developed neural circuit reading left inferior frontal fusiform gyri tp3 drs exhibited hypoactivation areas compared agematched trs tp3 readingmatched ars tp1 controls tp3 trs showed hypoactivation left frontal bilateral ventral occipital regions compared ars effects nonoverlapping dr hypoactivations partly explained iq decreased activation left fusiform inferior frontal gyri print drs results atypical developmental trajectory reading cannot explained solely lower reading skills