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- Publisher Website: 10.1002/hbm.22815
- Scopus: eid_2-s2.0-84928748427
- PMID: 25930011
- WOS: WOS:000357949900004
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Article: Brain bases of morphological processing in young children
Title | Brain bases of morphological processing in young children |
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Authors | |
Keywords | literacy auditory language reading children fMRI morphemes |
Issue Date | 2015 |
Citation | Human Brain Mapping, 2015, v. 36, n. 8, p. 2890-2900 How to Cite? |
Abstract | How does the developing brain support the transition from spoken language to print? Two spoken language abilities form the initial base of child literacy across languages: knowledge of language sounds (phonology) and knowledge of the smallest units that carry meaning (morphology). While phonology has received much attention from the field, the brain mechanisms that support morphological competence for learning to read remain largely unknown. In the present study, young English-speaking children completed an auditory morphological awareness task behaviorally (n = 69, ages 6–12) and in fMRI (n = 16). The data revealed two findings: First, children with better morphological abilities showed greater activation in left temporoparietal regions previously thought to be important for supporting phonological reading skills, suggesting that this region supports multiple language abilities for successful reading acquisition. Second, children showed activation in left frontal regions previously found active in young Chinese readers, suggesting morphological processes for reading acquisition might be similar across languages. These findings offer new insights for developing a comprehensive model of how spoken language abilities support children's reading acquisition across languages. Hum Brain Mapp 36:2890–2900, 2015. © 2015 Wiley Periodicals, Inc. |
Persistent Identifier | http://hdl.handle.net/10722/303754 |
ISSN | 2023 Impact Factor: 3.5 2023 SCImago Journal Rankings: 1.626 |
PubMed Central ID | |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Arredondo, Maria M. | - |
dc.contributor.author | Ip, Ka I. | - |
dc.contributor.author | Hsu, Lucy Shih Ju | - |
dc.contributor.author | Tardif, Twila | - |
dc.contributor.author | Kovelman, Ioulia | - |
dc.date.accessioned | 2021-09-15T08:25:57Z | - |
dc.date.available | 2021-09-15T08:25:57Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Human Brain Mapping, 2015, v. 36, n. 8, p. 2890-2900 | - |
dc.identifier.issn | 1065-9471 | - |
dc.identifier.uri | http://hdl.handle.net/10722/303754 | - |
dc.description.abstract | How does the developing brain support the transition from spoken language to print? Two spoken language abilities form the initial base of child literacy across languages: knowledge of language sounds (phonology) and knowledge of the smallest units that carry meaning (morphology). While phonology has received much attention from the field, the brain mechanisms that support morphological competence for learning to read remain largely unknown. In the present study, young English-speaking children completed an auditory morphological awareness task behaviorally (n = 69, ages 6–12) and in fMRI (n = 16). The data revealed two findings: First, children with better morphological abilities showed greater activation in left temporoparietal regions previously thought to be important for supporting phonological reading skills, suggesting that this region supports multiple language abilities for successful reading acquisition. Second, children showed activation in left frontal regions previously found active in young Chinese readers, suggesting morphological processes for reading acquisition might be similar across languages. These findings offer new insights for developing a comprehensive model of how spoken language abilities support children's reading acquisition across languages. Hum Brain Mapp 36:2890–2900, 2015. © 2015 Wiley Periodicals, Inc. | - |
dc.language | eng | - |
dc.relation.ispartof | Human Brain Mapping | - |
dc.subject | literacy | - |
dc.subject | auditory | - |
dc.subject | language | - |
dc.subject | reading | - |
dc.subject | children | - |
dc.subject | fMRI | - |
dc.subject | morphemes | - |
dc.title | Brain bases of morphological processing in young children | - |
dc.type | Article | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.1002/hbm.22815 | - |
dc.identifier.pmid | 25930011 | - |
dc.identifier.pmcid | PMC5374976 | - |
dc.identifier.scopus | eid_2-s2.0-84928748427 | - |
dc.identifier.volume | 36 | - |
dc.identifier.issue | 8 | - |
dc.identifier.spage | 2890 | - |
dc.identifier.epage | 2900 | - |
dc.identifier.eissn | 1097-0193 | - |
dc.identifier.isi | WOS:000357949900004 | - |