[en] Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child’s brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children’s reading skills unfold.
Centre de recherche :
Maastricht Brain Imaging Centre
Disciplines :
Sciences de la santé humaine: Multidisciplinaire, généralités & autres
Auteur, co-auteur :
ROMANOVSKA, Linda ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET
Bonte, Milene; Maastricht University > Cognitive Neuroscience
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
How Learning to Read Changes the Listening Brain
Date de publication/diffusion :
décembre 2021
Titre du périodique :
Frontiers in Psychology
eISSN :
1664-1078
Maison d'édition :
Frontiers Media S.A., Pully, Suisse
Volume/Tome :
12
Peer reviewed :
Peer reviewed vérifié par ORBi
Intitulé du projet de recherche :
Leeswinst
Organisme subsidiant :
NWO - Nederlandse Organisatie voor Wetenschappelijk Onderzoek
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