dc.contributor.author
Liebig, Johanna
dc.contributor.author
Froehlich, Eva
dc.contributor.author
Sylvester, Teresa
dc.contributor.author
Braun, Mario
dc.contributor.author
Heekeren, Hauke R.
dc.contributor.author
Ziegler, Johannes C.
dc.contributor.author
Jacobs, Arthur M.
dc.date.accessioned
2021-07-02T13:18:58Z
dc.date.available
2021-07-02T13:18:58Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/30910
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-30649
dc.description.abstract
The main objective of this longitudinal study was to investigate the neural predictors of reading acquisition. For this purpose, we followed a sample of 54 children from the end of kindergarten to the end of second grade. Preliterate children were tested for visual symbol (checkerboards, houses, faces, written words) and auditory language processing (spoken words) using a passive functional magnetic resonance imaging paradigm. To examine brain-behavior relationships, we also tested cognitive-linguistic prereading skills at kindergarten age and reading performance of 48 of the same children 2 years later. Face-selective response in the bilateral fusiform gyrus was positively associated with rapid automatized naming (RAN). Response to both spoken and written words at preliterate age was negatively associated with RAN in the dorsal temporo-parietal language system. Longitudinally, neural response to faces in the ventral stream predicted future reading fluency. Here, stronger neural activity in inferior and middle temporal gyri at kindergarten age was associated with higher reading performance. Our results suggest that interindividual differences in the neural system of language and reading affect literacy acquisition and thus might serve as a marker for successful reading acquisition in preliterate children.
en
dc.format.extent
17 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
longitudinal
en
dc.subject.ddc
100 Philosophie und Psychologie::150 Psychologie::150 Psychologie
dc.title
Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1002/hbm.25449
dcterms.bibliographicCitation.journaltitle
Human Brain Mapping
dcterms.bibliographicCitation.number
11
dcterms.bibliographicCitation.pagestart
3517
dcterms.bibliographicCitation.pageend
3533
dcterms.bibliographicCitation.volume
42
dcterms.bibliographicCitation.url
https://doi.org/10.1002/hbm.25449
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Allgemeine und Neurokognitive Psychologie
refubium.affiliation.other
Arbeitsbereich Biologische Psychologie und Kognitive Neurowissenschaft
refubium.funding
DEAL Wiley
refubium.note.author
Die Publikation wurde aus Open Access Publikationsgeldern der Freien Universität Berlin gefördert.
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
metadata only access
dcterms.isPartOf.eissn
1097-0193
refubium.resourceType.provider
WoS-Alert