PDF(Pubmed)
Abstract：
UNASSIGNED: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia.
UNASSIGNED: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, Mage = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, Mage = 8.62).
UNASSIGNED: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes (like + ly) than more semantically transparent free base morphemes (snow + man). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes\' semantic information to boost word recognition.
UNASSIGNED: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print.
UNASSIGNED: https://doi.org/10.23641/asha.25944949.
UNASSIGNED: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, Mage = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, Mage = 8.62).
UNASSIGNED: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes (like + ly) than more semantically transparent free base morphemes (snow + man). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes\' semantic information to boost word recognition.
UNASSIGNED: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print.
UNASSIGNED: https://doi.org/10.23641/asha.25944949.
摘要：
■我们研究了阅读能力不同的儿童的词汇形态的神经认知基础，以了解基于意义的技能在学习阅读困难中的作用。
■儿童在功能近红外光谱神经成像过程中完成了听觉形态学和语音意识任务。我们首先研究了典型发展中读者的词汇形态与语音过程之间的关系（研究1，N=66，Mage=8.39），其次是对阅读障碍的词汇形态学过程进行更集中的调查（研究2，N=50，Mage=8.62）。
■相对于语音任务，典型的读者在形态学任务中表现出更强的语言神经回路参与度，这表明形态学分析涉及合成亚词汇处理的多个组成部分。对于在分析上更复杂的衍生词缀（例如ly），这种效果比在语义上更透明的游离基语素（雪人）更强。相比之下,相对于衍生性词缀条件，阅读障碍儿童在游离碱条件下表现出更强的激活。一起来看,研究结果表明，尽管患有阅读障碍的儿童可能会与衍生形态学作斗争，他们还可以使用自由基础词素\'语义信息来增强单词识别。
■这项研究通过确定阅读能力之间的相互作用来指导识字理论，词结构,以及发育中的大脑如何学习识别语音和打印中的单词。
■https://doi.org/10.23641/asha.25944949。
■儿童在功能近红外光谱神经成像过程中完成了听觉形态学和语音意识任务。我们首先研究了典型发展中读者的词汇形态与语音过程之间的关系（研究1，N=66，Mage=8.39），其次是对阅读障碍的词汇形态学过程进行更集中的调查（研究2，N=50，Mage=8.62）。
■相对于语音任务，典型的读者在形态学任务中表现出更强的语言神经回路参与度，这表明形态学分析涉及合成亚词汇处理的多个组成部分。对于在分析上更复杂的衍生词缀（例如ly），这种效果比在语义上更透明的游离基语素（雪人）更强。相比之下,相对于衍生性词缀条件，阅读障碍儿童在游离碱条件下表现出更强的激活。一起来看,研究结果表明，尽管患有阅读障碍的儿童可能会与衍生形态学作斗争，他们还可以使用自由基础词素\'语义信息来增强单词识别。
■这项研究通过确定阅读能力之间的相互作用来指导识字理论，词结构,以及发育中的大脑如何学习识别语音和打印中的单词。
■https://doi.org/10.23641/asha.25944949。
