ERIC Number: EJ1012375
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 75
Neurobiological Bases of Reading Comprehension: Insights from Neuroimaging Studies of Word-Level and Text-Level Processing in Skilled and Impaired Readers
Landi, Nicole; Frost, Stephen J.; Mencl, W. Einar; Sandak, Rebecca; Pugh, Kenneth R.
Reading & Writing Quarterly, v29 n2 p145-167 2013
For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning, and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information necessary for accurate interpretation. Failure in this process can occur at multiple levels, and cognitive neuroscience has been helpful in identifying the underlying causes of success and failure in reading single words and in reading comprehension. In general, neurobiological studies of skilled reading comprehension indicate a highly overlapping language circuit for single-word reading, reading comprehension, and listening comprehension, with largely quantitative differences in a number of reading- and language-related areas. This article reviews relevant research from studies that have used neuroimaging techniques to study reading with a focus on the relationship between reading skill, single-word reading, and text comprehension.
Descriptors: Neurological Organization, Diagnostic Tests, Reading Skills, Reading Difficulties, Reading Comprehension, Cognitive Processes, Biological Influences, Listening Comprehension, Word Recognition, Brain Hemisphere Functions, Dyslexia
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
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