The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities

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The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities : Implications for Instruction. / Church, Jessica A.; Grigorenko, Elena L.; Fletcher, Jack M.

In: Reading Research Quarterly, 04.08.2021.

Research output: Contribution to journal › Article › peer-review

BibTeX

@article{8f12ba63e9334e28ac09a7cb91cde607,

title = "The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction",

abstract = "To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field{\textquoteright}s understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.",

keywords = "1-Early childhood, 2-Childhood, 6-Adult, Assessment, Cognitive, Cognitive Processes, Dyslexia, Historical, Intergenerational Literacy, Literacy Acquisition, Methodological perspectives, Research methodology, Research Synthesis, Struggling learners, Theoretical perspectives, CONGENITAL-WORD-BLINDNESS, FUNCTIONAL CONNECTIVITY, ENVIRONMENTAL-INFLUENCES, RARE VARIANTS, SEGREGATION ANALYSIS, DEVELOPMENTAL DYSLEXIA, GENOME-WIDE ASSOCIATION, PHONOLOGICAL AWARENESS, BRAIN ACTIVATION, SUSCEPTIBILITY LOCUS",

author = "Church, {Jessica A.} and Grigorenko, {Elena L.} and Fletcher, {Jack M.}",

note = "Publisher Copyright: {\textcopyright} 2021 International Literacy Association",

year = "2021",

month = aug,

day = "4",

doi = "10.1002/rrq.439",

language = "English",

journal = "Reading Research Quarterly",

issn = "0034-0553",

publisher = "Wiley-Blackwell",

}

RIS

TY - JOUR

T1 - The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities

T2 - Implications for Instruction

AU - Church, Jessica A.

AU - Grigorenko, Elena L.

AU - Fletcher, Jack M.

PY - 2021/8/4

Y1 - 2021/8/4

N2 - To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field’s understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.

AB - To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field’s understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.

KW - 1-Early childhood

KW - 2-Childhood

KW - 6-Adult

KW - Assessment

KW - Cognitive

KW - Cognitive Processes

KW - Dyslexia

KW - Historical

KW - Intergenerational Literacy

KW - Literacy Acquisition

KW - Methodological perspectives

KW - Research methodology

KW - Research Synthesis

KW - Struggling learners

KW - Theoretical perspectives

KW - CONGENITAL-WORD-BLINDNESS

KW - FUNCTIONAL CONNECTIVITY

KW - ENVIRONMENTAL-INFLUENCES

KW - RARE VARIANTS

KW - SEGREGATION ANALYSIS

KW - DEVELOPMENTAL DYSLEXIA

KW - GENOME-WIDE ASSOCIATION

KW - PHONOLOGICAL AWARENESS

KW - BRAIN ACTIVATION

KW - SUSCEPTIBILITY LOCUS

UR - http://www.scopus.com/inward/record.url?scp=85111741066&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/d125d5d0-12e1-33c3-a3cd-893e579de151/

U2 - 10.1002/rrq.439

DO - 10.1002/rrq.439

M3 - Article

AN - SCOPUS:85111741066

JO - Reading Research Quarterly

JF - Reading Research Quarterly

SN - 0034-0553

ER -

ID: 86655891

The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction

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