BE023770: Neuroimaging, Language, and Reading: The Interface of Brain and Environment.

Notes:

18 p. In: "A Research Symposium on High Standards in Reading for Students from Diverse Language Groups. Proceedings." pp 41 58. (Washington, DC. April 19 20, 2000). For other papers from the symposium, see BE023768, BE023769, BE023771-772, and B

Abstract:

This paper summarizes recent findings about the neural correlates of reading based on functional imaging techniques and outlines some implications for brain behavior relationships and educational practices. Findings from different neuroimaging modalities, including positron emission tomography, functional magnetic resonance imaging, and magnetoencephalography, have converges in identifying neural networks associated with phonological processing and word recognition skills. These modalities show clear differences in children who are successful and less successful in the development of reading skills. For children who are bilingual or who make transitions from a minority langue to bilinguality, functional neuroimaging studies will prove quite interesting. At present, there is considerable controversy about the representation of langue in individuals who are bilingual. Some argue that languages are represented in multiple areas of the brain, while others argue that different languages are subserved by the same neural systems independently of the languages used by bilingual children. Neuroimaging studies could help explain individual differences in the acquisition of primary and secondary languages, and the impact of different language programs on the representation of langue in the brain could be evaluated reliably. (Contains 36 references.) (SLD)