Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
Louleli, N., Hämäläinen, J. A., & Leppänen, P. H. T. (2021). Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade. Frontiers in Communication, 6, Article 655402. https://doi.org/10.3389/fcomm.2021.655402
Published inFrontiers in Communication
DisciplinePsykologiaMonitieteinen aivotutkimuskeskusHyvinvoinnin tutkimuksen yhteisöPsychologyCentre for Interdisciplinary Brain ResearchSchool of Wellbeing
© 2021 the Authors
School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associated with first grade reading, in addition to the preschool age reading-related cognitive skills. The results replicated earlier findings; we found significant correlations between pre-school phonological skills and first-grade reading, pre-school rapid naming and first-grade reading, and pre-school verbal short-term memory and first-grade reading. The results also revealed a significant correlation between the pre-school children's reaction time for correctly derived words in the morphological task and the first-grade children's performance in rapid automatized naming for letters. No significant correlations were found between brain activation measures of morphological processing and first-grade reading. ...
PublisherFrontiers Media SA
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Related funder(s)European Commission
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis study was supported by the European Union H2020 Marie Skłodowska-Curie Actions (MSCA)-ITN-2014-ETN Programme, Understanding and predicting developmental language abilities and disorders in multilingual Europe project (Predictable, #641858), the Niilo Helander foundation and the Department of Psychology at the University of Jyväskylä.
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