ArticleFrontiers in human neuroscience2018
Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children.
Article in Frontiers in human neuroscience, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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Who cites it
8 citing papers in PubMed.
- Audiovisual integration in reading among school-aged children: Evidence from combined fMRI and EEG.Developmental cognitive neuroscience · 2026Article
- Dynamic behavioral and neural correlates of letter-speech sound learning in typical and dyslexic readers.NPJ science of learning · 2026Article
- Neural correlates of phonetic categorization under auditory (phoneme) and visual (grapheme) modalities.Neuroscience · 2025Article
- Neural signatures of automatic letter-speech sound integration in literate adults.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- ERP Indicators of Phonological Awareness Development in Children: A Systematic Review.Brain sciences · 2023Review
- Developmental Trajectories of Letter and Speech Sound Integration During Reading Acquisition.Frontiers in psychology · 2021Article
- Development of Print-Speech Integration in the Brain of Beginning Readers With Varying Reading Skills.Frontiers in human neuroscience · 2020Article
- Audiovisual Processing of Chinese Characters Elicits Suppression and Congruency Effects in MEG.Frontiers in human neuroscience · 2019Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Letter-speech sound (LSS) integration is crucial for initial stages of reading acquisition. However, the relationship between cortical organization for supporting LSS integration, including unimodal and multimodal processes, and reading skills in early readers remains unclear. In the present study, we measured brain responses to Finnish letters and speech sounds from 29 typically developing Finnish children in a child-friendly audiovisual integration experiment using magnetoencephalography. Brain source activations in response to auditory, visual and audiovisual stimuli as well as audiovisual integration response were correlated with reading skills and cognitive skills predictive of reading development after controlling for the effect of age. Regression analysis showed that from the brain measures, the auditory late response around 400 ms showed the largest association with phonological processing and rapid automatized naming abilities. In addition, audiovisual integration effect was most pronounced in the left and right temporoparietal regions and the activities in several of these temporoparietal regions correlated with reading and writing skills. Our findings indicated the important role of temporoparietal regions in the early phase of learning to read and their unique contribution to reading skills.
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