Cross-modal integration in the brain is related to phonological awareness only in typical readers, not in those with reading difficulty
Open accessAbstract
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.
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The left-FFG is involved in letter identification and reading.
“The left-FFG was found to be involved in letter identification and reading (McCandliss et al., 2003; Dehaene and Cohen, 2011; McNorgan et al., 2013).”
From Functional neuroimaging of visuospatial working memory tasks enables accurate detection of attention deficit and hyperactivity disorder (2015) · cites this paper as McNorgan et al., 2013
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- Authors
- McNorgan, C., Randazzo-Wagner, M., & Booth, J. R.
- Affiliations
- Northwestern University (US)
- Corresponding author
- McNorgan, Chris
- Venue
- Frontiers in Human Neuroscience
- Publisher
- Frontiers Media SA
- Published
- 2013
- Volume
- 7
- Pages
- 388-388
- ISSN
- 1662-5161 (ISSN-L)
- PMC
- PMC3719029
- OpenAlex
- W2114964022
- Cited by
- 46
- References
- 55
- Citations by year
- 2025: 1 · 2024: 3 · 2023: 4 · 2022: 4 · 2021: 3 · 2020: 3 · 2019: 5 · 2018: 4 · 2017: 4 · 2016: 5 · 2015: 8 · 2014: 2
- FWCI
- 10.34
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Frontiers in Human Neuroscience (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Lancaster EPrints (Lancaster University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Institute of Child Health and Human Development (HD042049)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD042049, R56HD042049)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Multisensory perception and integration
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- cross-modal integration, phonological awareness, phonemic awareness, reading difficulties, dyslexia, elision, rhyme judgment, children, reading development
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