Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade

Abstract
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.
Main Authors
Format
Articles Research article
Published
2021
Series
Subjects
Publication in research information system
Publisher
Frontiers Media SA
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202104272510Use this for linking
Review status
Peer reviewed
ISSN
2297-900X
DOI
https://doi.org/10.3389/fcomm.2021.655402
Language
English
Published in
Frontiers in Communication
Citation
  • 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
License
CC BY 4.0Open Access
Funder(s)
European Commission
Funding program(s)
MSCA Marie Skłodowska-Curie Actions, H2020
MSCA Marie Skłodowska-Curie Actions, H2020
European Commission
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Additional information about funding
This 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.
Copyright© 2021 the Authors

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