Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia
Louleli, N., Hämäläinen, J. A., Nieminen, L., Parviainen, T., & Leppänen, P. H. (2022). Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia. Journal of Neurolinguistics, 61, Article 101037. https://doi.org/10.1016/j.jneuroling.2021.101037
Published inJournal of Neurolinguistics
© 2022 the Authors
Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable diversity in the underlying causes of this reading difficulty. Specifically, the relationship between phonology, derivational morphology, and dyslexia in the Finnish language remains unclear. In the present study, we used magnetoencephalography (MEG) to measure the brain responses to correctly and incorrectly derived Finnish nouns in 34 first grade Finnish children (21 typically developing and 13 with familial risk for dyslexia). In addition, we compared longitudinally the morphological information processing of 27 children (16 typically developing and 11 at-risk for dyslexia) first at pre-school age and then at first grade age. The task consisted of 108 pairs of sentences, including a verb and its root with the derivational suffix/-jA/. Correctly and incorrectly derived forms were presented both as real words and pseudowords. The incorrectly derived nouns contained a morpho-phonological violation in the last vowel of the noun before the derivational suffix. The brain activation of the typically developing children in response to morphological information processing showed sensitivity to the morphologically correct vs. incorrect contrast only in the cases of the real words. Children at-risk for dyslexia showed sensitivity to the morphological information processing both for real words and pseudowords. However, no significant differences between the groups emerged either for the correct vs. incorrect morphological contrast or for the correctly and incorrectly derived forms separately. Interestingly, in our previous study, cluster-based permutation tests showed significant developmental behavioral and brain differences between the children at pre-school age and at first-grade age in the morphological information processing of real words and pseudowords. Our results indicate the important role of derivational morphology in the early phases of learning to read. ...
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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 research study was supported by the EU project PredictAble for “Understanding and predicting developmental language abilities and disorders in multilingual Europe” (Horizon2020 Marie-Sklodowska-Curie Actions (MSCA) Innovative Training Network (ITN) - European Training Network (ETN) (grant agreement, no. 641858) and the Department of Psychology, University of Jyväskylä.
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Dynamics of morphological processing in pre-school children with and without familial risk for dyslexia Louleli, Natalia; Hämäläinen, Jarmo A.; Nieminen, Lea; Parviainen, Tiina; Leppänen, Paavo H.T. (Elsevier, 2020)Difficulties in phonological processing and speech perception are associated with developmental dyslexia, but there is considerable diversity across people with developmental dyslexia (e.g., dyslexics with and without ...
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade Louleli, Natalia; Hämäläinen, Jarmo A.; Leppänen, Paavo H. T. (Frontiers Media SA, 2021)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 ...
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