Home > Research > Publications & Outputs > Cross-modal integration in the brain is related...

Electronic data

  • fnhum-07-00388

    Rights statement: Copyright © 2013 McNorgan, Randazzo-Wagner and Booth. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc.

    Final published version, 1.81 MB, PDF document

    Available under license: CC BY

Links

Text available via DOI:

View graph of relations

Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty. / McNorgan, Chris; Randazzo-wagner, Melissa; Booth, James R.
In: Frontiers in Human Neuroscience, Vol. 7, 388, 23.07.2013.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

McNorgan C, Randazzo-wagner M, Booth JR. Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty. Frontiers in Human Neuroscience. 2013 Jul 23;7:388. doi: 10.3389/fnhum.2013.00388

Author

McNorgan, Chris ; Randazzo-wagner, Melissa ; Booth, James R. / Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty. In: Frontiers in Human Neuroscience. 2013 ; Vol. 7.

Bibtex

@article{5918b7f5033348c5b5a07764483707f5,
title = "Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty",
abstract = "Fluent reading requires successfully mapping between visual orthographic and auditory phonological representations and is thus an intrinsically cross-modal process, though reading difficulty has often been characterized as a phonological deficit. However, recent evidence suggests that orthographic information influences phonological processing in typical developing (TD) readers, but that this effect may be blunted in those with reading difficulty (RD), suggesting that the core deficit underlying reading difficulties may be a failure to integrate orthographic and phonological information. Twenty-six (13 TD and 13 RD) children between 8 and 13 years of age participated in a functional magnetic resonance imaging (fMRI) experiment designed to assess the role of phonemic awareness in cross-modal processing. Participants completed a rhyme judgment task for word pairs presented unimodally (auditory only) and cross-modally (auditory followed by visual). For typically developing children, correlations between elision and neural activation were found for the cross-modal but not unimodal task, whereas in children with RD, no correlation was found. The results suggest that elision taps both phonemic awareness and cross-modal integration in typically developing readers, and that these processes are decoupled in children with reading difficulty.",
keywords = "dyslexia, functional MRI , audiovisual integration , reading development , developmental disorder , learning disability",
author = "Chris McNorgan and Melissa Randazzo-wagner and Booth, {James R.}",
note = "Copyright {\textcopyright} 2013 McNorgan, Randazzo-Wagner and Booth. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc.",
year = "2013",
month = jul,
day = "23",
doi = "10.3389/fnhum.2013.00388",
language = "English",
volume = "7",
journal = "Frontiers in Human Neuroscience",
issn = "1662-5161",
publisher = "Frontiers Media S.A.",

}

RIS

TY - JOUR

T1 - Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty

AU - McNorgan, Chris

AU - Randazzo-wagner, Melissa

AU - Booth, James R.

N1 - Copyright © 2013 McNorgan, Randazzo-Wagner and Booth. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc.

PY - 2013/7/23

Y1 - 2013/7/23

N2 - Fluent reading requires successfully mapping between visual orthographic and auditory phonological representations and is thus an intrinsically cross-modal process, though reading difficulty has often been characterized as a phonological deficit. However, recent evidence suggests that orthographic information influences phonological processing in typical developing (TD) readers, but that this effect may be blunted in those with reading difficulty (RD), suggesting that the core deficit underlying reading difficulties may be a failure to integrate orthographic and phonological information. Twenty-six (13 TD and 13 RD) children between 8 and 13 years of age participated in a functional magnetic resonance imaging (fMRI) experiment designed to assess the role of phonemic awareness in cross-modal processing. Participants completed a rhyme judgment task for word pairs presented unimodally (auditory only) and cross-modally (auditory followed by visual). For typically developing children, correlations between elision and neural activation were found for the cross-modal but not unimodal task, whereas in children with RD, no correlation was found. The results suggest that elision taps both phonemic awareness and cross-modal integration in typically developing readers, and that these processes are decoupled in children with reading difficulty.

AB - Fluent reading requires successfully mapping between visual orthographic and auditory phonological representations and is thus an intrinsically cross-modal process, though reading difficulty has often been characterized as a phonological deficit. However, recent evidence suggests that orthographic information influences phonological processing in typical developing (TD) readers, but that this effect may be blunted in those with reading difficulty (RD), suggesting that the core deficit underlying reading difficulties may be a failure to integrate orthographic and phonological information. Twenty-six (13 TD and 13 RD) children between 8 and 13 years of age participated in a functional magnetic resonance imaging (fMRI) experiment designed to assess the role of phonemic awareness in cross-modal processing. Participants completed a rhyme judgment task for word pairs presented unimodally (auditory only) and cross-modally (auditory followed by visual). For typically developing children, correlations between elision and neural activation were found for the cross-modal but not unimodal task, whereas in children with RD, no correlation was found. The results suggest that elision taps both phonemic awareness and cross-modal integration in typically developing readers, and that these processes are decoupled in children with reading difficulty.

KW - dyslexia

KW - functional MRI

KW - audiovisual integration

KW - reading development

KW - developmental disorder

KW - learning disability

UR - http://www.scopus.com/inward/record.url?scp=84879930431&partnerID=8YFLogxK

U2 - 10.3389/fnhum.2013.00388

DO - 10.3389/fnhum.2013.00388

M3 - Journal article

VL - 7

JO - Frontiers in Human Neuroscience

JF - Frontiers in Human Neuroscience

SN - 1662-5161

M1 - 388

ER -