Neuroscience Of Reading Chapter 5 PDF

NEUROSCIENCE OF READING CHAPTER 5 1. BRAIN REGIONS INVOLVED IN READING The brain has three main parts: the cerebrum, cerebellum and brainstem. Cerebrum: is the largest part of the brain and is composed of right and left hemispheres. It performs higher functions like interpr...

NEUROSCIENCE OF READING CHAPTER 5 1. BRAIN REGIONS INVOLVED IN READING The brain has three main parts: the cerebrum, cerebellum and brainstem. Cerebrum: is the largest part of the brain and is composed of right and left hemispheres. It performs higher functions like interpreting touch, vision and hearing, as well as speech, reasoning, emotions, learning, and fine control of movement. 1. BRAIN REGIONS INVOLVED IN READING 1. BRAIN REGIONS INVOLVED IN READING A number of brain regions are involved in reading and comprehension. Among them are the temporal lobe, which is responsible for phonological awareness and for decoding and discriminating sounds; Broca’s area in the frontal lobe, which governs speech production and language comprehension; and the angular and supramarginal gyrus, which link different parts of the brain so that letter shapes can be put together to form words. 2. NEUROIMAGING STUDIES AND READING RESEARCH Neuroimaging is a branch of medical imaging that focuses on the brain. In addition to diagnosing disease and assessing brain health, neuroimaging also studies: How the brain works How various activities impact the brain 2. NEUROIMAGING STUDIES AND READING RESEARCH Converging evidence from a number of neuroimaging studies suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the left hemisphere posterior difficulties. The authors propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical- semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word identification system that underlies fluent word recognition in skilled readers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) 2. NEUROIMAGING STUDIES AND READING RESEARCH In this position paper, we advocate that advancements made in other disciplinary areas such as neurolinguistics should be included into contemporary reading comprehension courses and programs. We present findings from neurobiology of reading that suggest explanation of certain reading behaviors: (1) the differences between reading disability and typically developing readers; (2) an inverted U-shaped function that reflects the fact that learning to read is associated with increased activation (the rising part of the inverted U) and activation decreases are associated with familiarity, experience, and expertise (the falling part of the inverted U); (3) and, the identification of reading networks. As potential pedagogical implications of neuroimaging studies to reading, a list of sentence structures is proposed as an example to further relate reading comprehension to cognitive capacity limits. 2. NEUROIMAGING STUDIES AND READING RESEARCH This editorial provides a summary of the highlights from 11 new papers that have been published in a special issue of Brain and Language on the neurobiology of reading. The topics investigate reading mechanisms in both adults and children. Several of the findings illustrate how responses in the left ventral occipito-temporal cortex, and other reading areas, change with learning, expertise and the task: In the early stages of reading acquisition, learning/expertise increases activation in reading areas as well as in an attentionally-controlled, learning circuit. In later stages, expertise and efficiency decrease activation within the reading network and increase anatomical connectivity. Special interest is given to a white matter tract (the vertical occipital fasciculus) that projects dorsally from the left occipito-temporal cortex to the posterior parietal lobe. This observation fits with a magnetoencephalography study showing how activity in the angular gyrus is influenced by early occipito-temporal activity; with angular gyrus activity contributing to inferior frontal activity. Overall, the papers within the special issue illustrate the wide range of different techniques that can be used to reveal the functional anatomy of reading and the time course of activity within the different reading pathways. 3. LINKS BETWEEN BRAIN DEVELOPMENT AND LITERACY Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, 8 male, mean age of sample=10.06 ±3.29) received two magnetic resonance imaging (MRI) scans, (mean inter-scan interval =2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience and brain maturation trajectories may help with the development and evaluation of targeted interventions. 3. LINKS BETWEEN BRAIN DEVELOPMENT AND LITERACY Emergent reading emphasizes the developmental continuum aspect of learning to read and advocates the importance of reading-related behaviors occurring before school. Brain imaging evidence has suggested high plasticity of young children’s brains, and emergent reading experience can shape the brain development supporting fluent reading. The brain imaging evidence elucidates our understanding of the importance of emergent reading from a neurobiological point of view. Future studies are needed to understand how emergent reading experience can become protective factor for children at risk for reading impairments. Future studies need to design early interventions to improve emergent reading experience which is a crucial period. 3. LINKS BETWEEN BRAIN DEVELOPMENT AND LITERACY  https://psycnet.apa.org/record/2002-02360-006 https://www.ojed.org/index.php/jise/article/view/649 https://www.sciencedirect.com/science/article/pii/S0093934X13000382 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4128180/ https://www.intechopen.com/chapters/64663 https://wyominginstructionalnetwork.com/wp-content/uploads/2021/02/Neuroscience-and- Reading_2-12-21.pdf https://www.google.com/search?q=three+parts+of+brain&tbm=isch&ved=2ahUKEwjypfyIkMWBAxWt7DgGHQAj CdMQ2- cCegQIABAA&oq=THREE+PA&gs_lcp=CgNpbWcQARgAMgcIABCKBRBDMgUIABCABDIFCAAQgAQyBQgAEIAEMgUI ABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEOgQIIxAnOgcIIxDqAhAnOggIABCABBCxAzoIC AAQsQMQgwE6CwgAEIAEELEDEIMBUPYPWP47YNtGaAJwAHgDgAG5AYgB- hWSAQUxOS4xMJgBAKABAaoBC2d3cy13aXotaW1nsAEKwAEB&sclient=img&ei=gicRZfLcHq3Z4- EPgMakmA0&bih=714&biw=750&hl=en#imgrc=B_5uINEbZ2zeqM https://hms.harvard.edu/news-events/publications-archive/brain/reading- brain#:~:text=Among%20them%20are%20the%20temporal,the%20brain%20so%20that%20letter https://medicine.utah.edu/psychiatry/research/labs/diagnostic- neuroimaging/neuroimaging#:~:text=Neuroimaging%20is%20a%20branch%20of,How%20the%20brain%20works