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Home Reading Environment and Brain Activation in Preschool Children Listening to Stories
In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income, to help inform eco-bio-developmental models of emergent literacy. Expand
Reading acceleration training changes brain circuitry in children with reading difficulties
The effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers is examined. Expand
Brain connectivity in children is increased by the time they spend reading books and decreased by the length of exposure to screen‐based media
This study compared the time spent using screen‐based media or reading on the functional connectivity of the reading‐related brain regions in children aged 8–12.
From emergent literacy to reading: how learning to read changes a child's brain
Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading, but also a stimulating Home Literacy Environment. Expand
Increased Resting-State Functional Connectivity in the Cingulo-Opercular Cognitive-Control Network after Intervention in Children with Reading Difficulties
Compared to typical readers, children with reading difficulty had significantly greater functional connectivity in the cingulo-opercular network after training, which may demonstrate the importance of cognitive control during reading in this population. Expand
Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties
The findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task. Expand
Enhanced reading by training with imposed time constraint in typical and dyslexic adults.
The results suggest that fluent reading depends in part on rapid information processing, which then might affect perception, cognitive processing and possibly eye movements, which remain malleable in adulthood, even in individuals with developmental dyslexia. Expand
Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training
Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. Expand
Differential Effect of Cognitive Training on Executive Functions and Reading Abilities in Children With ADHD and in Children With ADHD Comorbid With Reading Difficulties
It is proposed that the cognitive training used in the present study affected not only the immediate abilities of executive functioning but also the secondary ability of reading, especially in the comorbid group, by improving in particular, speed of processing. Expand
Overlapping neural circuitry for narrative comprehension and proficient reading in children and adolescents
It is suggested that increased reliance on executive functions and auditory-visual networks when listening to stories before reading is acquired, facilitates reading proficiency in older age and may be a biomarker for future reading ability. Expand