Now showing items 1-5 of 5
Temporo-parietal brain activity as a longitudinal predictor of response to educational interventions among middle school struggling readers
(Journal of the International Neuropsychological Society, 2011-07)
Spatiotemporal brain activation profiles were obtained from 27 middle school students experiencing difficulties in reading comprehension as well as word-level skills (RD) and 23 age- and IQ-matched non-reading impaired ...
The timing and strength of regional brain activation associated with word recognition in children with reading difficulties
(Frontiers in Neuroscience, 2011-05)
The study investigates the relative degree and timing of cortical activation across parietal, temporal, and frontal regions during performance of a continuous visual-word recognition task in children who experience reading ...
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
(Journal of the International Neuropsychological Society, 2010-03)
The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We ...
Dynamic task-specific brain network connectivity in children with severe reading difficulties
(Neuroscience Letters, 2011-01)
We investigated patterns of sensor-level functional connectivity derived from single-trial whole-head magnetoencephalography data during a pseudoword reading and a letter-sound naming task in children with reading difficulties ...
Functional disruption of the brain mechanism for reading: Effects of comorbidity and task difficulty among children with developmental learning problems
Objective: The study investigated the relative degree and timing of cortical activation associated with phonological decoding in poor readers. Method: Regional brain activity was assessed during performance of a pseudoword ...