ArticleFrontiers in neuroscience2022
Neural pathways of phonological and semantic processing and its relations to children's reading skills.
Article in Frontiers in neuroscience, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Phonological processing, oral language abilities, and reading comprehension in children with cochlear implants.Scientific reports · 2026Article
- Lexical Representations in the Common and Specific Neural Networks for Visual, Phonological, and Semantic Processing in Chinese Reading.Human brain mapping · 2025Article
- Developmental changes in phonological awareness in Chinese-English bilingual children: An fNIRS longitudinal study.NeuroImage · 2025Article
- Neural substrates of L2-L1 transfer effects on phonological awareness in young Chinese-English bilingual children.NeuroImage · 2024Article
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Abstract
Behavioral research shows that children's phonological ability is strongly associated with better word reading skills, whereas semantic knowledge is strongly related to better reading comprehension. However, most neuroscience research has investigated how brain activation during phonological and semantic processing is related to word reading skill. This study examines if connectivity during phonological processing in the dorsal inferior frontal gyrus (dIFG) to posterior superior temporal gyrus (pSTG) pathway is related to word reading skill, whereas connectivity during semantic processing in the ventral inferior frontal gyrus (vIFG) to posterior middle temporal gyrus (pMTG) pathway is related to reading comprehension skill. We used behavioral and functional magnetic resonance imaging (fMRI) data from a publicly accessible dataset on OpenNeuro.org. The research hypotheses and analytical plan were pre-registered on the Open Science Framework. Forty-six children ages 8-15 years old were included in the final analyses. Participants completed an in-scanner reading task tapping into phonology (i.e., word rhyming) and semantics (i.e., word meaning) as well as standardized measures of word reading and reading comprehension skill. In a series of registered and exploratory analyses, we correlated connectivity coefficients from generalized psychophysiological interactions (gPPI) with behavioral measures and used
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