Brain bases of morphological processing in young children

How does the developing brain support the transition from spoken language to print? Two spoken language abilities form the initial base of child literacy across languages: knowledge of language sounds (phonology) and knowledge of the smallest units that carry meaning (morphology). While phonology has received much attention from the field, the brain mechanisms that support morphological competence for learning to read remain largely unknown. In the present study, young English‐speaking children completed an auditory morphological awareness task behaviorally (n = 69, ages 6–12) and in fMRI (n = 16). The data revealed two findings: First, children with better morphological abilities showed greater activation in left temporoparietal regions previously thought to be important for supporting phonological reading skills, suggesting that this region supports multiple language abilities for successful reading acquisition. Second, children showed activation in left frontal regions previously found active in young Chinese readers, suggesting morphological processes for reading acquisition might be similar across languages. These findings offer new insights for developing a comprehensive model of how spoken language abilities support children's reading acquisition across languages. Hum Brain Mapp 36:2890–2900, 2015. © 2015 Wiley Periodicals, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/112232/1/hbm22815.pd

Effects of orthographic consistency and homophone density on Chinese spoken word recognition

Studies of alphabetic language have shown that orthographic knowledge influences phonological processing during spoken word recognition. This study utilized the Event-Related Potentials (ERPs) to differentiate two types of phonology-to-orthography (P-to-O) mapping consistencies in Chinese, namely homophone density and orthographic consistency. The ERP data revealed an orthographic consistency effect in the frontal-centrally distributed N400, and a homophone density effect in central-posteriorly distributed late positive component (LPC). Further source analyses using the standardized low-resolution electromagnetic tomography (sLORETA) demonstrated that the orthographic effect was not only localized in the frontal and temporal-parietal regions for phonological processing, but also in the posterior visual cortex for orthographic processing, while the homophone density effect was found in middle temporal gyrus for lexical-semantic selection, and in the temporal-occipital junction for orthographic processing. These results suggest that orthographic information not only shapes the nature of phonological representations, but may also be activated during on-line spoken word recognition

Brain bases of morphological processing in Chineseâ English bilingual children

Can bilingual exposure impact children’s neural circuitry for learning to read? To answer this question, we investigated the brain bases of morphological awareness, one of the key spoken language abilities for learning to read in English and Chinese. Bilingual Chineseâ English and monolingual English children (N = 22, ages 7â 12) completed morphological tasks that best characterize each of their languages: compound morphology in Chinese (e.g. basket + ball = basketball) and derivational morphology in English (e.g. re + do = redo). In contrast to monolinguals, bilinguals showed greater activation in the left middle temporal region, suggesting that bilingual exposure to Chinese impacts the functionality of brain regions supporting semantic abilities. Similar to monolinguals, bilinguals showed greater activation in the left inferior frontal region [BA 45] in English than Chinese, suggesting that young bilinguals form languageâ specific neural representations. The findings offer new insights to inform bilingual and crossâ linguistic models of language and literacy acquisition.The study investigated the impact of bilingual exposure on children’s language and reading abilities. During auditory morphological awareness tasks, young Chineseâ English bilinguals showed monolingualâ like competence as well as languageâ specific patterns of brain activation in left inferior frontal gyrus (IFG). This activation was greater for English than for Chinese in left IFG BA 45, but similar across languages in left IFG BA 47. Relative to English monolinguals, the bilinguals showed greater activation in left MTG region and this activation was significantly correlated with bilingualsâ English literacy. The findings suggest that bilingual exposure to a language with rich lexical morphology, such as Chinese, impacts the functionality of bilingualsâ left temporal regions typically associated with lexicoâ semantic processing and the ability to link word meanings to their orthographic forms.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138272/1/desc12449_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138272/2/desc12449.pd

Neural Correlates of Orthographic Access in Mandarin Chinese Writing: An fMRI Study of the Word-Frequency Effect

Writing is an essential tool for human communication and involves multiple linguistic, cognitive, and motor processes. Chinese, a logographic writing system, differs remarkably from the writing systems of alphabetic languages. The neural substrates of Chinese writing are largely unknown. Using functional magnetic resonance imaging (fMRI) in a copying task, this study probed the neural underpinnings of orthographic access during Mandarin Chinese writing by employing the word-frequency effect. The results showed that writing low-frequency characters evoked greater activation in the bilateral superior/middle/inferior frontal gyrus, superior/inferior parietal lobule, and fusiform gyrus than writing high-frequency characters. Moreover, psychophysiological interaction (PPI) analysis demonstrated that the word-frequency effect modulated functional connectivity within the frontal-occipital networks and the parietal-occipital networks. Together, these findings illustrate the neural correlates of orthographic access for Mandarin Chinese writing, shedding new light on the cognitive architecture of writing across various writing systems

Brain Mechanisms Underlying Visuo-Orthographic Deficits in Children With Developmental Dyslexia

Multiple hypotheses have been proposed to explain the reading difficulty caused by developmental dyslexia (DD). The current study examined visuo-orthographic processing in children with dyslexia to determine whether orthographic deficits are explainable based solely on visual deficits. To identify orthographic-specific, visual perception-specific, and overlapping deficits, we included two tasks (lexical and perceptual) in three Chinese subject groups: children with DD, age-matched controls (AC), and reading matched controls (RC) using functional magnetic resonance imaging (fMRI). We found that the left precuneus showed decreased activation across both tasks for the DD group compared to the two control groups, thus reflecting visual processing deficits in children with DD, which also affects orthographic processing. Furthermore, we found that the functional connectivity between left middle occipital gyrus (LMOG) and left inferior frontal gyrus (IFG) was decreased in the DD group compared to AC and RC for only the lexical task. This suggests a weaker association between orthography and phonology for children with DD. In addition, the children with DD showed decreased functional connectivity between the LMOG and right parahippocampal gyrus for only the visual perceptual task, thereby indicating a weaker association between visual regions for DD during visual symbol processing. Taken together, our findings suggest that the observed orthographic processing deficit in DD might be driven by both a basic visual deficit, and a linguistic deficit

Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research

Improving learning efficiency of Chinese and making Chinese learning easier have been two of the most difficult issues in front of every Chinese language teacher around the world in years. In this case, the research aimed at applying association memory methods into Chinese teaching, which is to associate students’ prior knowledge with Chinese phonetic, semantic and cultural parts to increase their impression on newly learnt Chinese knowledge and maximize their learning efficiency. In this collaborative action research, the teacher-researcher observed students’ performance at two participant schools during her teaching period and wrote reflection journal every week to record students’ behavior as well as her professional teaching skills. In the meantime, she interviewed the classroom teacher in each school and received their feedback about association memory methods to verify her research. Based on her four terms’ study, association memory methods have been proved as a valid teaching method in Chinese language teaching through the analysis of the data and effectively improves students’ learning efficiency during teaching process, which also can be implemented into other language teaching fields