ReviewFrontiers in psychology2023
Brain changes with Chinese reading development in typical and atypical readers.
Review in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- The cognitive impacts of Chinese pinyin learning on English-speaking elementary students in a bilingual educational setting.Frontiers in psychology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Reading is a high-order cognitive process that is unique in human beings. There is a prolonged developmental course and a wide range of proficiency levels associated with reading. In this review, I focus on brain changes underlying Chinese reading development in both typical readers and readers with reading disability. Reading development in typical readers is characterized by a shift from dorsal phonological reading to ventral orthographic reading in the brain and increased interactive specialization in the reading network. Even though some individuals with reading disability may be able to catch up with typical readers on phonological reading by adulthood, they cannot reach fluent orthographic reading. In the brain, the reduction of brain activation in the left inferior frontal gyrus associated with reading disability disappears by adulthood, suggesting that this is a developmental delay, while there is a greater reduction of brain activation in the left inferior temporal gyrus in adults than children with reading disability. It suggests a greater deficit in the dorsal phonological reading pathway in children and a greater deficit in the ventral orthographic reading pathway in adults with reading disability. This review provides insights about the developmental trajectories in typical and atypical reading.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.