ReviewFrontiers in human neuroscience2019
The Functional Neuroanatomy of Letter-Speech Sound Integration and Its Relation to Brain Abnormalities in Developmental Dyslexia.
Review in Frontiers in human neuroscience, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
24 citing papers in PubMed.
- Audiovisual integration in reading among school-aged children: Evidence from combined fMRI and EEG.Developmental cognitive neuroscience · 2026Article
- Potential scalp acupuncture and brain stimulation targets for common neurological disorders: evidence from neuroimaging studies.Chinese medicine · 2025Article
- Toward a Mechanistic Understanding of Reading Difficulties: Deviant Audiovisual Learning Dynamics and Network Connectivity in Children with Poor Reading Skills.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2025Article
- Phonological decoding ability is associated with fiber density of the left arcuate fasciculus longitudinally across reading development.Developmental cognitive neuroscience · 2025Article
- Neural signatures of automatic letter-speech sound integration in literate adults.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- Functional brain activations correlated with association strength and prediction error during novel symbol-speech sound learning.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- Dyslexia, the Amsterdam Way.Behavioral sciences (Basel, Switzerland) · 2024Review
- Cortical Structure in Pre-Readers at Cognitive Risk for Dyslexia: Baseline Differences and Response to Intervention.Neurobiology of language (Cambridge, Mass.) · 2024Article
- The Functional Neuroanatomy of Reading Intervention.Frontiers in neuroscience · 2022Review
- Gray matter correlates of reading fluency deficits: SES matters, IQ does not.Brain structure & function · 2021Article
- Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy.Human brain mapping · 2021Article
- The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on.Brain sciences · 2021Review
- Beyond Reading Modulation: Temporo-Parietal tDCS Alters Visuo-Spatial Attention and Motion Perception in Dyslexia.Brain sciences · 2021Article
- Developmental Trajectories of Letter and Speech Sound Integration During Reading Acquisition.Frontiers in psychology · 2021Article
- Memory Deficits in Children with Developmental Dyslexia: A Reading-Level and Chronological-Age Matched Design.Brain sciences · 2021Article
- The Connectivity Fingerprints of Highly-Skilled and Disordered Reading Persist Across Cognitive Domains.Frontiers in computational neuroscience · 2021Article
- Using Neurofeedback to Restore Inter-Hemispheric Imbalance: A Study Protocol for Adults With Dyslexia.Frontiers in psychology · 2021Article
- How Learning to Read Changes the Listening Brain.Frontiers in psychology · 2021Review
- Atypical Relationships Between Neurofunctional Features of Print-Sound Integration and Reading Abilities in Chinese Children With Dyslexia.Frontiers in psychology · 2021Article
- Children with dyslexia utilize both top-down and bottom-up networks equally in contextual and isolated word reading.Neuropsychologia · 2020Article
Corrections and comments
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This mini-review provides a comparison of the brain systems associated with developmental dyslexia and the brain systems associated with letter-speech sound (LSS) integration. First, the findings on the functional neuroanatomy of LSS integration are summarized in order to obtain a comprehensive overview of the brain regions involved in this process. To this end, neurocognitive studies investigating LSS integration in both normal and abnormal reading development are taken into account. The neurobiological basis underlying LSS integration is consequently compared with existing neurocognitive models of functional and structural brain abnormalities in developmental dyslexia-focusing on superior temporal and occipito-temporal (OT) key regions. Ultimately, the commonalities and differences between the brain systems engaged by LSS integration and the brain systems identified with abnormalities in developmental dyslexia are investigated. This comparison will add to our understanding of the relation between LSS integration and normal and abnormal reading development.
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