Journal
CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE
Volume 18, Issue 1, Pages 21-26Publisher
WILEY-BLACKWELL PUBLISHING, INC
DOI: 10.1111/j.1467-8721.2009.01599.x
Keywords
development; reading; phonology; children; fMRI
Categories
Funding
- National Institutes of Health (NIH) [NS053425]
- McDonnell Center for Higher Brain Function
- Olin Fellowship Program
- Markey Pathway in Human Pathobiology
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Typically developing children require years of overt training and practice to learn to read with skill. The relatively recent advent of functional neuroimaging methods amenable to the study of children has provided insight into the neurobiological underpinnings of skilled reading development. In this brief review, we discuss how neuroimaging during reading-related tasks has revealed that, when adult and child skilled readers perform identical reading-related tasks with comparable levels of performance, these groups show similar but nonidentical patterns of regional brain activity. Children activate some neural regions that adults do not activate (or activate less), and vice versa. The activity patterns in these regions transition to mature levels with increased proficiency and maturity. The dynamic nature of the reading brain as the child matures is thought to be a demonstration of both the inherent flexibility and the increasing efficiency of brain processing over development.
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