Are there sex differences in the brain basis of literacy related skills? Evidence from reading and spelling impairments after early unilateral brain damage

  title={Are there sex differences in the brain basis of literacy related skills? Evidence from reading and spelling impairments after early unilateral brain damage},
  author={Uta Frith and Faraneh Vargha-Khadem},

Gender Differences in Reading in School-Aged Children: An Early ERP Study

Results support the hypothesis that a reduced left language lateralization can be functionally detected in females since the first years of development of reading skills, and demonstrate that gender-related lateralization difference begins earlier in school-aged children, with characteristics similar to those observed in adults.

Phonological abilities and their roles in reading and spelling - differences between boys and girls: A longitudinal study of beginning readers

Differences between boys and girls in the development of phonological abilities and in the roles played by rhyme awareness and phonemic awareness in reading and spelling acquisition were examined

Brain state-dependent functional hemispheric specialization in men but not in women.

It is suggested that 'split-brain' research may be marginally describable by a model, but only in exceptional situations, while in connected brains this functional hemispheric specialization is only one of many dynamic states.

On Revisiting the Sex Differences in Language Acquisition: An Etiological Perspective

The purpose of the study is to investigate the issue of sexual brains in language acquisition from an etiological perspective. In a sense, the etiological scrutiny of sexual brain will enhance our

Deterioration and Recovery in Verbal Recall: Repetition Helps against Pro-Active Interference

The current study tests whether memory deterioration due to pro-active interference (PI) in verbal recall could be halted via block repetition potentially leading to an increased memory

Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

  • Ö. E. Demir-LiraS. Levine
  • Psychology, Medicine
    Journal of cognition and development : official journal of the Cognitive Development Society
  • 2016
Results showed that children with PL performed worse than TD children on both reading decoding and reading comprehension and highlighted the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of TD children and atypically developing children.



Sex differences in the functional organization of the brain for language

The data provide clear evidence for a sex difference in the functional organization of the brain for language and indicate that these variations exist at the level of phonological processing.

Aphasia and handedness in relation to hemispheric side, age at injury and severity of cerebral lesion during childhood.

The results indicated that language deficits characterize the performance of all patient groups with left cerebral injuries and left hand dominance and prenatal and early postnatal left cerebral lesions consistently result in strong sinistrality.

Development of intelligence and memory in children with hemiplegic cerebral palsy. The deleterious consequences of early seizures.

It is found that early cerebral damage to either hemisphere, even if extensive, resulted in relatively few and mild deficits if the damage was unaccompanied by seizure activity, and early lateralized lesions that were accompanied by a seizure disorder resulted in both a high incidence and degree of deficit that was unrelated to lesion side.

Language-associated cortical regions are proportionally larger in the female brain.

Females have proportionally larger Wernicke and Broca language-associated regions compared with males, and these anatomical differences may correlate with superior language skills previously demonstrated in females.

Phonological skills and learning to read.

  • U. Goswami
  • Education, Psychology
    Annals of the New York Academy of Sciences
  • 1993
This book discusses phonological awareness and reading, as well as theories about learning to read, and how children read and write new words.

The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis.

Abstract We present three experiments concerned with the processes used by 5-year-old children in learning to read words. In the first two experiments, based on a technique introduced by Ehri and

The nature of phonological processing and its causal role in the acquisition of reading skills.

Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language;