Disruption of posterior brain systems for reading in children with developmental dyslexia.

By B. Shaywitz, S. Shaywitz, K. Pugh, W. Mencl, R. Fulbright, Pawel Skudlarski, R. Todd Constable, K. Marchione, Jack M. Fletcher, G. Lyon and 1 more. Biological Psychiatry, 2002

996 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/881ec3672449b078432f1fa7d7d249e68488d3a7

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In Developmental and Educational Psychology

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Citations in the corpus

Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. (2003, background): “…1985) and functional brain imaging studies also support the notion of a left peri-sylvian dysfunction as a basis for the phonological deficit (Brunswick et al., 1999; McCrory et al., 2000; Paulesu et al., 2001; Paulesu et al., 1996; Pugh et al., 2000; Shaywitz et al., 2002; Shaywitz et al., 1998).”
Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics (2006, background): “, 2001) and integration of letters and phonological units (e.g. Aylward et al., 2003; Shaywitz et al., 2002).”
Socioeconomic gradients predict individual differences in neurocognitive abilities. (2007, background): “Phonological processing is often compromised after perisylvian damage (Blumstein, 1994) and has been linked to a left perisylvian network in neuroimaging studies in children ( Shaywitz, Shaywitz, Pugh, Mencl, Fulbright, Skudlarski, Constable, Marchione, Fletcher, Lyon & Gore, 2002 ).”
Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention. (2004, background): “In this region, brain activation increases as reading skill increases (Shaywitz et al 2002); this region responds preferentially to rapidly presented stimuli (Price et al 1996), responds within 150 msec after presentation of a stimulus (Salmelin et al 1996), and is engaged even when the word has…”
Emerging Neurophysiological Specialization for Letter Strings (2005, background): “Increasing left fusiform, as well as decreasing right fusiform, activation during phonological and semantic tasks also correlated with better reading skills in a larger developmental study of dyslexic and control children between the age of 8 and 18 (Shaywitz et al., 2002).”
Neuroscience and education: from research to practice? (2006, background): “Studies of children with developmental dyslexia (children who are failing to learn to read normally despite average intelligence and educational opportunity) show that, atypically, the right temporoparietal cortex continues to be activated during readin”
The Role of Extended Time and Item Content on a High–Stakes Mathematics Test (2005, background): “…area of reading, researchers have been able to identify speciﬁc functional neural networks responsible for reading ﬂuency performance, and, through functional magnetic resonance imaging (fMRI), to determine how such systems perform differently for individuals with dyslexia (Shaywitz et al., 2002).”
Questions people ask about the role of phonological processes in learning to read (2004, background): “Moreover, developmental studies of readers at different stages of reading proficiency have shown that increasing skill in word recognition is marked by increases in the level of activity at one of the critical sites that is also implicated in dyslexia, namely, the occipito-temporal region of the lef”
Neurocognitive correlates of socioeconomic status in kindergarten children. (2005, background): “Phonological processing is often compromised after perisylvian damage (Blumstein, 1994) and has been linked to a left perisylvian network in neuroimaging studies in children (Shaywitz et al., 2002; Temple et al., 2001).”
The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions (2004, methodology): “This functional anomaly in posterior LH regions has been observed consistently in children (S. E. Shaywitz et al., 2002) and adults (Salmelin et al., 1996; S. E. Shaywitz et al., 1998).”
Cultural recycling of cortical maps. (2007, positive): “These studies suggest increasing VWFA responses, tightly correlated with reading performance (Shaywitz et al., 2002), with a concomitant decrease in right-hemisphere visual responsiveness (Turkeltaub et al., 2003).”
Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018, background): “One interesting proposal that is consistent with the characterization of reading acquisition that we have put forward is that reliance gradually shifts with increasing reading skill from the dorsal to the ventral pathway (Pugh et al., 2000; Shaywitz et al., 2002).”
Meta-analyzing brain dysfunctions in dyslexic children and adults (2011, neutral): “underestimated by our meta-analysis finds no support in a recent finding by Shaywitz et al. (2007). This study relied on correlations between brain activity (in response to rhyme judgments to a pair of pseudowords) and age (7 to 18 years) in large samples of nonimpaired”
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience (2008, background): “Shaywitz et al. (2002) found a relationship between reading ability and brain activation that distinguished between dyslexic and nonimpaired children.”