Neuroimaging and Reading Comprehension

Autor/inn/en	Perkins, Kyle; Jiang, Xuan
Titel	Neuroimaging and Reading Comprehension
Quelle	In: Journal of Interdisciplinary Studies in Education, 8 (2019) 2, S.74-94 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2166-2681
Schlagwörter	Brain Hemisphere Functions; Diagnostic Tests; Correlation; Second Language Learning; Second Language Instruction; Reading Comprehension; Syntax; Cognitive Ability; Interdisciplinary Approach; Neurolinguistics; Reading Skills; Reading Difficulties; Dyslexia; Familiarity; Phrase Structure + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Denkfähigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Neurolinguistisches Programmieren; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Phrasenstruktur
Abstract	In this paper, we first introduce functional magnetic resonance imaging (fMRI), followed by a review of three themes of neuroimaging research on the neural correlates of reading-related skills: (1) typical and struggling readers, including developmental dyslexics, (2) an inverted U-shaped function in second language reading that portrays an increased activation in the reading network during learning phases and a decrease in activation as participants were more familiar with the exercise, and (3) cognitive capacity and syntactic complexity. Our intent is to show that interdisciplinary work involving how language operates in the brain, including the neural basis of reading comprehension, can provide a deeper understanding of some of the mechanics, processes, and behavioral data associated with reading comprehension. (As Provided).
Anmerkungen	STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01