From emergent literacy to reading: How learning to read changes a child's brain

Tzipi Horowitz-Kraus; John S. Hutton

doi:10.1111/apa.13018

From emergent literacy to reading: How learning to read changes a child's brain

Research output: Contribution to journal › Review article › peer-review

Abstract

The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Conclusion Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition.

Original language	English
Pages (from-to)	648-656
Number of pages	9
Journal	Acta Paediatrica, International Journal of Paediatrics
Volume	104
Issue number	7
DOIs	https://doi.org/10.1111/apa.13018
State	Published - 1 Jul 2015
Externally published	Yes

Keywords

Dyslexia
Literacy
Narrative comprehension
Neuroimaging
Reading

All Science Journal Classification (ASJC) codes

Pediatrics, Perinatology, and Child Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1111/apa.13018

Cite this

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title = "From emergent literacy to reading: How learning to read changes a child's brain",

abstract = "The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Conclusion Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition.",

keywords = "Dyslexia, Literacy, Narrative comprehension, Neuroimaging, Reading",

author = "Tzipi Horowitz-Kraus and Hutton, {John S.}",

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AU - Hutton, John S.

PY - 2015/7/1

Y1 - 2015/7/1

N2 - The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Conclusion Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition.

AB - The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Conclusion Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition.

KW - Dyslexia

KW - Literacy

KW - Narrative comprehension

KW - Neuroimaging

KW - Reading

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U2 - 10.1111/apa.13018

DO - 10.1111/apa.13018

M3 - مقالة مرجعية

SN - 0803-5253

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JO - Acta Paediatrica, International Journal of Paediatrics

JF - Acta Paediatrica, International Journal of Paediatrics

IS - 7

ER -

From emergent literacy to reading: How learning to read changes a child's brain

Abstract

Keywords

All Science Journal Classification (ASJC) codes

UN SDGs

Access to Document

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