Kenneth R. Pugh, Stephen J. Frost, Rebecca Sandak, Nicole Landi, Dina Moore, Gina Della Porta, Jay G. Rueckl, and W. Einar Mencl
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780195300369
- eISBN:
- 9780199863747
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195300369.003.0011
- Subject:
- Neuroscience, Behavioral Neuroscience, Sensory and Motor Systems
This chapter describes recent studies designed to generate data not only on the localization of reading-related brain activation, but also to examine patterns of interactions and dynamic trade-offs ...
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This chapter describes recent studies designed to generate data not only on the localization of reading-related brain activation, but also to examine patterns of interactions and dynamic trade-offs among these distributed reading-related systems. It begins with a review of relevant behavioral studies of component processing in fluent reading, with particular emphasis on the role of early (sublexical) phonology. It then discusses the current literature on the neurobiology of skilled and disabled reading, along with consideration of a series of recent studies that aim to capture brain correlates of component processing, again with an emphasis on phonological processing, adaptive learning, and complex trade-offs and interactions. Finally, it takes stock of what is considered to be crucial next steps (both technical and theoretical) in the emerging cognitive neuroscience of reading and its disorders.Less
This chapter describes recent studies designed to generate data not only on the localization of reading-related brain activation, but also to examine patterns of interactions and dynamic trade-offs among these distributed reading-related systems. It begins with a review of relevant behavioral studies of component processing in fluent reading, with particular emphasis on the role of early (sublexical) phonology. It then discusses the current literature on the neurobiology of skilled and disabled reading, along with consideration of a series of recent studies that aim to capture brain correlates of component processing, again with an emphasis on phonological processing, adaptive learning, and complex trade-offs and interactions. Finally, it takes stock of what is considered to be crucial next steps (both technical and theoretical) in the emerging cognitive neuroscience of reading and its disorders.
Robert D. McIntosh and Stuart J. Ritchie
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199600496
- eISBN:
- 9780191739187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199600496.003.0066
- Subject:
- Neuroscience, Development, Behavioral Neuroscience
This chapter discusses the use of coloured filters to treat reading difficulties, and the theoretical and practical claims that underpin it. It reviews evidence for the efficacy of coloured filters, ...
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This chapter discusses the use of coloured filters to treat reading difficulties, and the theoretical and practical claims that underpin it. It reviews evidence for the efficacy of coloured filters, and reports the results of a new trial in schoolchildren with reading difficulties. It concludes that there is a chasm between the dramatic claims often made for this treatment, and the small and inconsistent effects that have been demonstrated experimentally. Coloured filters have no proven efficacy beyond some probable placebo effect, and their use should not be recommended to private individuals, or supported by public bodies. Resources should instead be directed towards better-proven remedial interventions.Less
This chapter discusses the use of coloured filters to treat reading difficulties, and the theoretical and practical claims that underpin it. It reviews evidence for the efficacy of coloured filters, and reports the results of a new trial in schoolchildren with reading difficulties. It concludes that there is a chasm between the dramatic claims often made for this treatment, and the small and inconsistent effects that have been demonstrated experimentally. Coloured filters have no proven efficacy beyond some probable placebo effect, and their use should not be recommended to private individuals, or supported by public bodies. Resources should instead be directed towards better-proven remedial interventions.
Panagiotis G. Simos
- Published in print:
- 2020
- Published Online:
- August 2020
- ISBN:
- 9780190935689
- eISBN:
- 9780190935719
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190935689.003.0018
- Subject:
- Neuroscience, Techniques, History of Neuroscience
This chapter reviews the quite extensive literature of magnetoencephalography (MEG) studies on reading. Neuroimaging relying on hemodynamic methods such as functional magnetic resonance imaging ...
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This chapter reviews the quite extensive literature of magnetoencephalography (MEG) studies on reading. Neuroimaging relying on hemodynamic methods such as functional magnetic resonance imaging (fMRI) and MEG has been instrumental in establishing brain activation profiles during a variety of reading tasks through the phases of acquisition of reading skills. Importantly, both methods have contributed to establishing associations between individual profiles of reading-related brain activity and specific reading skills. More recently, MEG studies have even attempted to account for individual differences of response to educational interventions. The chapter then looks at studies examining the mature outline of the brain circuits for reading; developmental studies of typical reading acquisition; investigations of the activation profiles associated with reading in children manifesting difficulties in learning to read and in adults with a history of reading disability or dyslexia; and studies on the effects of reading interventions on reading-related neuromagnetic activity.Less
This chapter reviews the quite extensive literature of magnetoencephalography (MEG) studies on reading. Neuroimaging relying on hemodynamic methods such as functional magnetic resonance imaging (fMRI) and MEG has been instrumental in establishing brain activation profiles during a variety of reading tasks through the phases of acquisition of reading skills. Importantly, both methods have contributed to establishing associations between individual profiles of reading-related brain activity and specific reading skills. More recently, MEG studies have even attempted to account for individual differences of response to educational interventions. The chapter then looks at studies examining the mature outline of the brain circuits for reading; developmental studies of typical reading acquisition; investigations of the activation profiles associated with reading in children manifesting difficulties in learning to read and in adults with a history of reading disability or dyslexia; and studies on the effects of reading interventions on reading-related neuromagnetic activity.
Bruno G. Breitmeyer and Haluk ÖĞmen
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780198530671
- eISBN:
- 9780191728204
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198530671.003.0009
- Subject:
- Psychology, Cognitive Psychology
Masking has been used for several decades as an experimental technique to investigate the temporal properties of visual information-processing in specific populations of human observers. Among these ...
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Masking has been used for several decades as an experimental technique to investigate the temporal properties of visual information-processing in specific populations of human observers. Among these are individuals suffering from amblyopia, psychiatric patients suffering from major depression and from schizophrenia, neurological patients, and individuals with specific attentional, learning, and reading disabilities. While differences of masking performance between control observers and observers from these specific populations are generally expected, these differences can also be theoretically relevant when they are clearly predictable from properties or processes underlying visual information processing.Less
Masking has been used for several decades as an experimental technique to investigate the temporal properties of visual information-processing in specific populations of human observers. Among these are individuals suffering from amblyopia, psychiatric patients suffering from major depression and from schizophrenia, neurological patients, and individuals with specific attentional, learning, and reading disabilities. While differences of masking performance between control observers and observers from these specific populations are generally expected, these differences can also be theoretically relevant when they are clearly predictable from properties or processes underlying visual information processing.
Roderick Nicolson and Angela Fawcett
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262140997
- eISBN:
- 9780262280662
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262140997.001.0001
- Subject:
- Neuroscience, Disorders of the Nervous System
Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a “middle-class myth,” dyslexia is now the subject of a complex—and confusing—body of theoretical and empirical ...
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Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a “middle-class myth,” dyslexia is now the subject of a complex—and confusing—body of theoretical and empirical research. This book provides a uniquely broad and coherent analysis of dyslexia theory. Unlike most dyslexia research, which addresses the question “what is the cause of the reading disability called dyslexia?” the work presented here addressed the deeper question of “what is the cause of the learning disability that manifests as reading problems?” This perspective allows the text to place dyslexia research within the much broader disciplines of cognitive psychology and cognitive neuroscience and has led to a rich framework, including two established leading theories, the automatization deficit account (1990) and the cerebellar deficit hypothesis (2001). The chapters in this book show that extensive evidence has accumulated to support these two theories and that they may be seen as subsuming the established phonological deficit account and sensory processing accounts. Moving to the explanatory level of neural systems, they argue that all these disorders reflect problems in some component of the procedural learning system, a multi-region system including major components of cortical and subcortical regions. The authors’ answer to the fundamental question “what is dyslexia?” offers a challenge and motivation for research throughout the learning disabilities, laying the foundations for future progress.Less
Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a “middle-class myth,” dyslexia is now the subject of a complex—and confusing—body of theoretical and empirical research. This book provides a uniquely broad and coherent analysis of dyslexia theory. Unlike most dyslexia research, which addresses the question “what is the cause of the reading disability called dyslexia?” the work presented here addressed the deeper question of “what is the cause of the learning disability that manifests as reading problems?” This perspective allows the text to place dyslexia research within the much broader disciplines of cognitive psychology and cognitive neuroscience and has led to a rich framework, including two established leading theories, the automatization deficit account (1990) and the cerebellar deficit hypothesis (2001). The chapters in this book show that extensive evidence has accumulated to support these two theories and that they may be seen as subsuming the established phonological deficit account and sensory processing accounts. Moving to the explanatory level of neural systems, they argue that all these disorders reflect problems in some component of the procedural learning system, a multi-region system including major components of cortical and subcortical regions. The authors’ answer to the fundamental question “what is dyslexia?” offers a challenge and motivation for research throughout the learning disabilities, laying the foundations for future progress.
