Bilingualism alters children’s frontal lobe functioning for attentional control

Bilingualism is a typical linguistic experience, yet relatively little is known about its impact on children’s cognitive and brain development. Theories of bilingualism suggest that early dualâ language acquisition can improve children’s cognitive abilities, specifically those relying on frontal lobe functioning. While behavioral findings present much conflicting evidence, little is known about its effects on children’s frontal lobe development. Using functional nearâ infrared spectroscopy (fNIRS), the findings suggest that Spanishâ English bilingual children (n = 13, ages 7â 13) had greater activation in left prefrontal cortex during a nonâ verbal attentional control task relative to ageâ matched English monolinguals. In contrast, monolinguals (n = 14) showed greater right prefrontal activation than bilinguals. The present findings suggest that early bilingualism yields significant changes to the functional organization of children’s prefrontal cortex for attentional control and carry implications for understanding how early life experiences impact cognition and brain development.This fNIRS study investigated the impact of bilingual exposure on children’s brain organization for attentional control (N = 27, ages 7â 13). During a nonâ verbal attention task, bilinguals showed greater left frontal lobe activation than monolinguals. Monolinguals showed greater right frontal lobe activation than bilinguals. The findings suggest that bilingualism affects the functionality of children’s left prefrontal cortex for attentional control.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/1/desc12377-sup-0001-FigS1.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/2/desc12377.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/3/desc12377_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/4/desc12377-sup-0003-SupInfo.pd

Successful Strategies for Promoting Self-Advocacy Among Students with LD: The LEAD Group

Students with learning disabilities (LD) often need to be taught self-determination skills to be better prepared for life after high school. This article describes the methods used by one school district to promote self-advocacy and self-awareness skills for students with LD. Through multicomponent group activities, students learned about their strengths and disabilities and how to advocate for their educational needs and rights. Advocacy skills were also applied to leadership roles, mentoring, and community education activities. Important features that contributed to the success of the program are described.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Stimulant Medication and Reading Performance

The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, ages 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68569/2/10.1177_002221949202500205.pd

The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this recordThis study examined the complexity of the Simple View of Reading focusing on morphological decoding fluency in fourth-grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language (EL) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the dominant home language (Chinese EL1); the other two groups were ethnic Chinese and Malay students whose dominant home language was not English but Chinese (Chinese EL2) and Malay (Malay EL2), respectively. The measures included pseudo word decoding (phonemic decoding), timed decoding of derivational words (morphological decoding fluency), oral vocabulary, and passage comprehension. Path analysis showed that oral vocabulary significantly predicted reading comprehension across all three groups; yet a significant effect of morphological decoding fluency surfaced in the Chinese EL1 and Malay EL2 groups but not the Chinese EL2 group. Multi-group path analysis and commonality analysis further confirmed that morphological decoding played a larger role in the in the Chinese EL1 and Malay EL2 groups. These findings are discussed in light of the joint influence of target language experience and cross-linguistic influence on second language or bilingual reading development.Office of Education Research, National Institute of Education, Nanyang Technological Universit

Neuronal MeCP2 is expressed at near histone-octamer levels and globally alters the chromatin state

MeCP2 is a nuclear protein with an affinity for methylated DNA that can recruit histone deacetylases. Deficiency or excess of MeCP2 causes severe neurological problems, suggesting that the number of molecules per cell must be precisely regulated. We quantified MeCP2 in neuronal nuclei and found that it is nearly as abundant as the histone octamer. Despite this high abundance, MeCP2 associates preferentially with methylated regions and high-throughput sequencing showed that its genome-wide binding tracks methyl-CpG density. MeCP2 deficiency results in global changes in neuronal chromatin structure, including elevated histone acetylation and a doubling of histone H1. Neither change is detectable in glia, where MeCP2 occurs at lower levels. The mutant brain also shows elevated transcription of repetitive elements. Our data argue that MeCP2 may not act as a gene-specific transcriptional repressor in neurons, but might instead dampen transcriptional noise genome-wide in a DNA methylation-dependent manner