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From emergent literacy to reading: how learning to read changes a child's brain
Author(s) -
HorowitzKraus Tzipi,
Hutton John S.
Publication year - 2015
Publication title -
acta paediatrica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 115
eISSN - 1651-2227
pISSN - 0803-5253
DOI - 10.1111/apa.13018
Subject(s) - reading (process) , neuroimaging , literacy , learning to read , cognitive psychology , language acquisition , medicine , functional neuroimaging , developmental psychology , linguistics , psychology , neuroscience , pedagogy , mathematics education , philosophy
The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Conclusion Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition.