Details

Autor(en) / Beteiligte

• Dębska, Agnieszka M.
• Wang, Jin
• Dzięgiel-Fivet, Gabriela K.
• Chyl, Katarzyna M.
• Wójcik, Marta P.
• Jednoróg, Katarzyna M.
• Booth, James R.
• Brown-Schmidt, Sarah

Titel

The Development of Orthography and Phonology Coupling in the Ventral Occipito-Temporal Cortex and Its Relation to Reading

Ist Teil von

• Journal of experimental psychology. General, 2024-02, Vol.153 (2), p.293-306

Ort / Verlag

United States: American Psychological Association

Erscheinungsjahr

2024

Quelle

PsycARTICLES (APA)

Beschreibungen/Notizen

• The left ventral occipito-temporal (lvOT) cortex is considered to house the brain's representation of orthography (i.e., the spelling patterns of words). Because letter-sound coupling is crucial in reading, we investigated the engagement of the lvOT cortex in processing phonology (i.e., the sound patterns of words) as a function of reading acquisition. We tested 47 Polish children both at the beginning of formal literacy instruction and 2 years later. During functional magnetic resonance imaging, children performed auditory phonological tasks from small to large grain size levels (i.e., single phoneme, rhyme). We showed that orthographically relevant lvOT areas activated during small-grain size phonological tasks were skill-dependent, perhaps due to the relatively transparent mappings between orthography and phonology in Polish. We also studied activation pattern similarity between processing visual and auditory word stimuli in the lvOT. We found that a higher similarity level was observed in the anterior lvOT compared to the posterior lvOT after 2 years of schooling. This is consistent with models proposing a posterior-to-anterior shift in word processing during reading acquisition. We argue that the development of orthography-phonology coupling at the brain level reflects writing system-specific effects and a more universal pathway of the left vOT development in reading acquisition. Public Significance StatementOur study showed that reading acquisition in childhood is associated with the ability to form multimodal orthographic-phonological associations in processing auditory words. This result advances our knowledge of the neurodevelopmental pathways of reading development.