Those who received explicit instructions about the relationship between sound and spelling experienced dramatic improvements in their reading ability.
When reading, people are not only able to predict the next word, but also the words' grammatical properties. This allows us to read faster. The findings could help with the development of new neural networks focused on natural language processing.
The characteristics of language structure and writing system may explain why some bilingual people are dyslexic in English, but not in their other proficient language.
The inferior temporal cortex is capable of performing tasks, such as distinguishing between real and nonsense words and picking out specific letters from words.
The human brain avoids taking unnecessary effort while reading by regulating the resources used in order to identify the most essential information.
A structural brain scaffold in infants serves as a foundation for literacy. Language and reading may refine this pre-existing brain scaffold. The study also reveals robust language networks activate while children sleep if stories are read to them during slumber.
Children whose mothers were exposed to PBDE flame retardants while pregnancy had less efficient reading networks, and increased risk of developing reading disorders.
Reading to infants and young children is associated with stronger vocabulary skills at age three. The findings reveal parents who read to children with genetic predispositions to learning and attention disorders help improve their language acquisition skills.
Intuitive sense not only underpins our understanding of the real world but also helps inform us of the fictional worlds we create.
Learning letter-sound correspondences early provides the best possible basis to learning how to read.
Machine learning finds you can take a person's language behavior and estimate the types of material they have read.
New findings dispute the popular cerebellar deficit hypothesis of dyslexia. Researchers report the cerebellum is not engaged during reading in typical readers and does not differ in children with dyslexia.
