Early language dissociation in bilingual minds: magnetoencephalography evidence through a machine learning approach.

Does neural activity reveal how balanced bilinguals choose languages? Despite using diverse neuroimaging techniques, prior studies haven't provided a definitive solution to this problem. Nonetheless, studies involving direct brain stimulation in bilinguals have identified distinct brain regions associated with language production in different languages. In this magnetoencephalography study with 45 proficient Spanish-Basque bilinguals, we investigated language selection during covert picture naming and word reading tasks. Participants were prompted to name line drawings or read words if the color of the stimulus changed to green, in 10% of trials. The task was performed either in Spanish or Basque. Despite similar sensor-level evoked activity for both languages in both tasks, decoding analyses revealed language-specific classification ~100 ms post-stimulus onset. During picture naming, right occipital-temporal sensors predominantly contributed to language decoding, while left occipital-temporal sensors were crucial for decoding during word reading. Cross-task decoding analysis unveiled robust generalization effects from picture naming to word reading. Our methodology involved a fine-grained examination of neural responses using magnetoencephalography, offering insights into the dynamics of language processing in bilinguals. This study refines our understanding of the neural underpinnings of language selection and bridges the gap between non-invasive and invasive experimental evidence in bilingual language production.

Brain bases of morphological awareness and longitudinal word reading outcomes.

Children's spoken language skills are essential to the development of the "reading brain," or the neurocognitive systems that underlie successful literacy. Morphological awareness, or sensitivity to the smallest units of meaning, is a language skill that facilitates fluent recognition of meaning in print. Yet despite the growing evidence that morphology is integral to literacy success, associations among morphological awareness, literacy acquisition, and brain development remain largely unexplored. To address this gap, we conducted a longitudinal investigation with 75 elementary school children (5-11 years of age) who completed an auditory morphological awareness neuroimaging task at Time 1 as well as literacy assessments at both Time 1 and Time 2 (1.5 years later). Findings reveal longitudinal brain-behavior associations between morphological processing at Time 1 and reading outcomes at Time 2. First, activation in superior temporal brain regions involved in word segmentation was associated with both future reading skill and steeper reading gains over time. Second, a wider array of brain regions across the language network were associated with polymorphemic word reading as compared with broader word reading skill (reading both simple and complex words). Together, these findings reinforce the importance of word segmentation skills in learning to read and highlight the importance of considering complex word reading skills in building comprehensive neurocognitive models of literacy. This study fills a gap in our knowledge of how processing meaningful units in speech may help to explain differences in children's reading development over time and informs ongoing theoretical questions about the role of morphology in learning to read.

The relationship between vocabulary depth knowledge, word reading, and reading comprehension in Chinese.

Although vocabulary depth (VD) is recognized as a crucial factor in reading comprehension, the investigation of its role in reading comprehension remains insufficient. This study aimed to address two significant research gaps in this domain. First, empirical evidence is needed to explore the construct of VD knowledge, particularly within the Chinese language. Second, the underlying mechanism that connects VD and reading comprehension requires further clarification. In this study, a sample of 326 native Chinese students from Grade 4 participated in a comprehensive battery of tests assessing VD knowledge, word reading, and reading comprehension. Based on theoretical frameworks of VD knowledge, we measured six subtypes of VD knowledge: polysemy, collocation, word register, part-of-speech, semanticassociations, and homonyms. The results of factor analysis revealed that Chinese VD knowledge can be conceptualized as a two-factor construct, encompassing in-depth semantic knowledge (VD-meaning) and knowledge of word usage (VD-usage). Both VD-meaning and VD-usage demonstrated significant direct effects on reading comprehension, highlighting the critical role of VD in determining reading comprehension outcomes in Chinese. Furthermore, our findings indicated an indirect contribution of VD to reading comprehension, specifically through the mediating effect of word reading on the relationship between VD-meaning and reading comprehension. This study represents a pioneering empirical investigation that delved into the construct of VD in Chinese. In addition, we discuss the role of VD knowledge and its interaction with word reading in the context of Chinese reading comprehension, which could significantly enhance our understanding of the underlying mechanism that links vocabulary knowledge to reading comprehension.

Do the relations of vocabulary and attentional control with word reading and spelling change as a function of development and spelling scoring method?

The current study examined the potentially changing relations of vocabulary knowledge and attentional control with word reading and spelling from Grade 2 to Grade 4. Spelling was scored using a conventional correctness score and an alternative nonbinary scoring method that reflects the degree of correctness (i.e., text distance). A total of 165 Grade 2 English-speaking children in the United States were longitudinally followed from Grade 2 to Grade 4 with annual assessments on word reading, spelling, vocabulary, and attentional control. Results from multiple linear regression models in each grade revealed that spelling was significantly related with vocabulary in Grades 3 and 4 and to attentional control in Grades 2 and 3. A reverse pattern emerged for word reading, where word reading was significantly related with vocabulary only in Grade 2 and to attentional control only in Grade 4. The results were similar for either spelling scoring method. Our findings underscore the dynamic relations of vocabulary and attentional control with word reading and spelling for children in Grades 2 to 4. Nonbinary scoring methods for spelling such as text distance might not provide additional insights compared with conventional correctness scores for the relations of vocabulary and attentional control with spelling.

Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years.

Despite substantial research, the contribution of oral language skills acquired in Spanish to Spanish-English bilingual children's acquisition of English reading skill is unclear. The current study addressed this question with data on the oral language and pre-literacy skills of 101 Spanish-English bilingual learners at 5 years of age and their English word reading (i.e., decoding) and reading comprehension skills at 6, 7, 8, 9, and 10 years. Separate multilevel models using English language, Spanish language, and pre-literacy skills as predictors of these outcomes identified English phonological awareness, Spanish phonological awareness, and concepts of print knowledge as positive predictors of word reading. A final model including all these significant predictors found only Spanish phonological awareness and concept of print to be significant predictors. Significant predictors of reading comprehension in separate models were English vocabulary, Spanish phonological awareness, and concepts about print. In the final model, only English vocabulary and Spanish phonological awareness predicted English reading comprehension. These findings provide evidence that phonological awareness is a language-general skill that supports reading across languages, consistent with the common underlying proficiency model of bilingual reading development. The finding that only English vocabulary predicts English reading comprehension suggests that vocabulary knowledge is not part of a common underlying proficiency but is language specific in its value to reading ability.

Preschool emergent literacy skills as predictors of reading and spelling in Grade 2 and the role of migration background in Germany.

Children's emergent literacy skills are essential for the development of later literacy abilities and school success. However, children with migration background often show poorer language skills in the majority language and are at a greater risk of developing literacy deficits. In addition, there is evidence for the predictive role of emergent literacy skills in reading comprehension, but there has been relatively little research concerning the association between preschool emergent literacy skills and word reading and spelling in Germany, especially for children with migration background. This study examines the associations of emergent literacy skills (vocabulary, phonological awareness [PA], letter knowledge, and rapid naming) with word reading and spelling from kindergarten to the end of Grade 2 and evaluates the role of migration background (i.e., use of the majority or minority language at home) in these associations. Data from 187 preschool children were obtained before school entry (Mage = 63.58 months, SD = 4.45). The results show that vocabulary and letter knowledge were strong predictors of word reading, whereas letter knowledge and PA were significant predictors of spelling. Furthermore, children's migration background was negatively associated with preschool vocabulary and PA. For children with migration background, vocabulary was a significant predictor of word reading, whereas letter knowledge was the best predictor of word reading for children without migration background. The results reflect the complexity of language development and the relevance of emergent literacy skills as predictors for word reading and spelling. Specific interventions should be developed to promote children's literacy abilities.

Phonological Awareness and Rapid Automatized Naming: The Mediating Effect of Word Reading and Spelling in Children with Developmental Dyslexia, Attention Deficit Hyperactivity Disorder, and Mild Intellectual Disability.

INTRODUCTION: In learning to read, children learn to integrate orthographic, phonological, and semantic codes into highly specified and redundant lexical representations. The aim is to test a proposed model for the relationship between phonological awareness (PA) and rapid automatized naming (RAN) as mediated by word reading (WR) and spelling (SP) in children with developmental dyslexia (DD), attention deficit hyperactivity disorder (ADHD), and mild intellectual disability (ID). METHODS: The relation between PA and RAN was found to be mediated by WR and SP in children with DD, ADHD, and mild ID. Three groups of children were included: DD children (N = 70), ADHD children (N = 68), and ID children (N = 69). This is a quantitative correlational, cross-sectional study investigating the strength and direction of relationships among proposed variables. RESULTS: The relation between PA and RAN was found to be mediated by WR and SP. Based on their correlation analysis, the researcher concluded that there are significant correlations between PA, RAN, WR, and SP. PA correlates positively with RAN and SP. RAN correlates positively with WR and SP. CONCLUSION: The study extended our knowledge of the relationship between PA and RAN as mediated by WR and SP in children with DD, ADHD, and mild ID. In practice, this is conducive to promote the utilization of "PA" and "RAN" so as to improve the early literacy skills (WR and SP) among children with DD, ADHD, and mild ID.

The Role of Verbal Fluency as a Variable in Reading and Comprehension Skills in Bengali.

The study explored the role of verbal fluency in determining reading and comprehension skills in Bengali among 10-year old typically developing Bengali children. Robust correlations were found between semantic fluency and word reading (0.63) as well as semantic fluency and comprehension (0.70). Good correlation was found between letter fluency and comprehension (0.49), and, word reading and comprehension (0.62). The findings suggest that good word storing capacity and executive functions led to enhanced automaticity of retrieval and verbal fluency, which together with improved orthographic and phonological processing led to good word reading scores, contributing to lesser cognitive load thereby easing out the complex text comprehension task. Transcending narrow empirical base of reading theories derived from Western writing typologies delimited to orthographic depth and psycholinguistic grain size, the study contends that verbal fluency is another interesting variable determining the reading and comprehension skills in Bengali along with visuo-spatial complexity and complex phonology-orthography inconsistencies.

Functional mapping and cooperation between the cerebellum and cerebrum during word reading.

Multiple areas in the cerebellum have been reported to be engaged in reading. However, how these regions cooperate with the reading-related areas in the cerebrum remains unclear. Here, brain images of fifty-two adults were acquired via functional magnetic resonance imaging. By comparing the cerebellar activation across three localization tasks targeting orthographic, phonological, and semantic processing, we first identified three different reading-related areas in the cerebellum, biased toward orthography, phonology, and semantics, respectively. Then, functional connectivity (FC) analyses demonstrated that the mean FC between functionally corresponding areas across the cerebrum and cerebellum was greater than that between noncorresponding areas during silent word reading. FC patterns of functionally corresponding areas could significantly predict reading speed, with the FC driven from orthographic and semantic areas contributing the most. Effective FC analyses further showed that orthographic and semantic areas in the cerebellum had selective and direct connectivity to areas in the cerebrum with similar functional specificity. These results suggest that reading-related areas vary in their functions to reading, and cooperation between areas with corresponding functions was greater than that between noncorresponding areas. These findings emphasize the importance of functional cooperation between the cerebrum and cerebellum during reading from a new perspective.

Recollection contributes to children's reading comprehension: Using the process dissociation procedure in a working memory updating task.

Recollection, rather than familiarity, seems to play a crucial part in sustaining children's reading comprehension. However, the roles of recollection and familiarity in both word reading and reading comprehension have yet to be fully understood. In this study, we examined estimates of recollection and familiarity in a working memory updating task using an adaptation of the process dissociation procedure. Our study involved 204 children aged 9-11 years. We administered a keeping track task in which lists of words belonging to various semantic categories (e.g., animals) were presented. The children had to follow two sets of instructions: (a) inclusion, which involved saying whether they had seen a word during the previous learning phase, and b) exclusion, which involved saying whether a word was the last one they had seen that belonged to a given category. Our results showed that recollection contributed to explain reading comprehension, but not word reading, performance. Familiarity, instead, did not predict either of the reading measures (word reading or reading comprehension). We discuss these findings in terms of the importance of considering recollection when studying reading processes during development. Alternative explanations considering the role of WM executive functioning are also considered.

Executive Functions and Morphological Awareness Explain the Shared Variance Between Word Reading and Listening Comprehension.

Purpose: A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading-are related. Grounded on the direct and indirect effects model of reading (Kim, 2020a, 2020b, 2023), we examined the extent to which the relation is explained by domain-general cognitions or executive functions (working memory and attentional control) and emergent literacy skills (language and code-related skills including morphological awareness, phonological awareness, orthographic pattern recognition, letter naming fluency, and rapid automatized naming). Method: Data were from English-speaking children in Grade 1 (N = 372; 52% boys; 60% White children, 26% African American children, 6% multiracial children, 6% Hispanic children, and 2% Asian American children). Results: Results from structural equation models showed that word reading and listening comprehension were moderately related (.54). When working memory and attentional control were included as predictors, the relation became weaker (.39). When morphological awareness was additionally included, they were no longer related (.05). The other emergent literacy skills did not add explanatory power beyond executive functions and morphological awareness. Conclusion: These results indicate that executive functions and morphological awareness largely explain the shared variance between word reading and listening comprehension for English-speaking beginning readers.

The Role of Morphological Decomposition in Reading Complex Words in Arabic in Elementary School Years.

We examined the role of morphological processing in the reading of inflections and derivations in Arabic, a morphologically-rich language, among 228 first-graders and 230 second-graders. All words were morphologically complex, with differences in number of morphemes and morphological transparency. Inflections consisted of three morphemes, with high transparency of the root morpheme, while derivations consisted of two morphemes with lower transparency of the root. Results indicated that, despite their matching in frequency and syllabic length, reading performances of derivations was better than those of inflections. That is, three-morphemic highly transparent inflections were read slower and involved more errors than bi-morphemic less transparent derivations. These differences in reading performance between inflectional and derivational words might suggest that Arab-speaking novice readers use a morphological decomposition process that is reflected in reading accuracy and fluency. The results highlight the important role morphology has in reading, even at a young age, along with reading acquisition.

Visual attention and reading: A test of their relation across paradigms.

Relations of visual attention to reading have long been hypothesized; however, findings in this literature are quite mixed. These relations have been investigated using several different visual attention paradigms and with variable controls for other competing reading-related processes. We extended current knowledge by evaluating four of the key visual attention paradigms used in this research-visual attention span, attention blink, visual search, and visuospatial attention-in a single study. We tested the relations of these to reading in 90 middle schoolers at high risk for reading difficulties while considering their effect in the context of known language predictors. Performance on visual-spatial, visual search, and attentional blink paradigms showed weak nonsignificant relations to reading. Visual attention span tasks showed robust relations to reading even when controlling for language, but only when stimuli were alphanumeric. Although further exploration of visual attention in relation to reading may be warranted, the robustness of this relationship appears to be questionable, particularly beyond methodological factors associated with the measurement of visual attention. Findings extend and refine our understanding of the contribution of attention to reading skill and raise questions about the mechanism by which visual attention is purported to affect reading.

Korean-english Bilingual Children's Stress Cue Sensitivity and its Relationship with Reading in English.

Lexical stress plays a critical role in multisyllabic word reading in English. However, assignment of English lexical stress, which is neither fixed nor marked in writing, can pose significant challenges for English learners and has not been well-understood. The present study aims to fill the research gap by studying sensitivity to lexical stress cues and its contribution to their word reading performance among young English-language learners whose first language is Korean. The fundamental differences in prosodic systems between Korean and English provide theoretical significance of studying how bilingual children having no lexical stress in their first language process English lexical stress. This study focuses on two major cues to English lexical stress: morphological and orthographic cues. Findings revealed that the participants are sensitive to the two stress cues, with better performance with orthographic cues to stress assignment. However, no statistically significant correlations were found among variables on stress cue sensitivity with those on reading.

Language distance in orthographic transparency affects cross-language pattern similarity between native and non-native languages.

How native and non-native languages are represented in the brain is one of the most important questions in neurolinguistics. Much research has found that the similarity in neural activity of native and non-native languages are influenced by factors such as age of acquisition, language proficiency, and language exposure in the non-native language. Nevertheless, it is still unclear how the similarity between native and non-native languages in orthographic transparency, a key factor that affects the cognitive and neural mechanisms of phonological access, modulates the cross-language similarity in neural activation and which brain regions show the modulatory effects of language distance in orthographic transparency. To address these questions, the present study used representational similarity analysis (RSA) to precisely estimate the neural pattern similarity between native language and two non-native languages in Uyghur-Chinese-English trilinguals, whose third language (i.e., English) was more similar to the native language (i.e., Uyghur) in orthography than to their second language (i.e., Chinese). Behavioral results revealed that subjects responded faster to words in the non-native language with more similar orthography to their native language in the word naming task. More importantly, RSA revealed greater neural pattern similarity between Uyghur and English than between Uyghur and Chinese in select brain areas for phonological processing, especially in the left hemisphere. Further analysis confirmed that those brain regions represented phonological information. These results provide direct neuroimaging evidence for the modulatory effect of language distance in orthographic transparency on cross-language pattern similarity between native and non-native languages during word reading.

Electroencephalography decoding of Chinese characters in primary school children and its prediction for word reading performance and development.

Research on what neural mechanisms facilitate word reading development in non-alphabetic scripts is relatively rare. The present study was among the first to adopt a multivariate pattern classification analysis to decode electroencephalographic signals recorded for primary school children (N = 236) while performing a Chinese character decision task. Chinese is an ideal script for studying the relationship between neural discriminability (i.e., decodability) of the orthography and behavioral word reading skills since the mapping from orthography to phonology is relatively arbitrary in Chinese. This was also among the first empirical attempts to examine the extent to which decoding performance can predict current and subsequent word reading skills using a longitudinal design. Results showed that neural activation patterns of real characters can be distinguished from activation patterns for pseudo-characters, non-characters, and random stroke combinations in both younger and older children. Topography of the transformed classifier weights revealed two distinct cognitive sub-processes underlying single character recognition, but temporal generalization analysis suggested common neural mechanisms between the distinct cognitive sub-processes. Suggestive evidence from correlational and hierarchical regression analyses showed that decoding performance, assessed on average 2 months before the year 2 behavioral testing, predicted both year 1 word reading performance and the development of word reading fluency over the year. Results demonstrate that decoding performance, one indicator of how the neural system is functionally organized in processing characters and character-like stimuli, can serve as a useful neural marker in predicting current word reading skills and the capacity to learn to read.

Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese.

There are strong correspondences among syllable, morpheme, and orthographic representations in Chinese. For this reason, bidirectional relationships have been hypothesized among morphological awareness, vocabulary knowledge, and word reading from an early age. Our study examined the reciprocity of these skills among Hong Kong Chinese primary school children. Data were collected from 160 first graders at two time points and were analyzed using a cross-lagged panel design with the three skills modeled simultaneously. No reciprocal pathways were demonstrated in the model; instead, unidirectional relationships emerged. Morphological awareness facilitated later word reading, and word reading facilitated later vocabulary knowledge. Results are discussed in relation to a developmental account of learning to read in Chinese.

The relation of visual attention span with serial and discrete rapid automatized naming and reading.

Visual attention span (VAS) has been shown to make a unique contribution to reading skills over and above phonological awareness and rapid automatized naming (RAN). In the current study, we examined the nature of this unique relationship. In particular, we tested whether VAS reflects the retrieval of a verbal code, serial processing, or parallel multi-element processing. To this end, we presented 180 third graders with tasks for VAS, discrete RAN, and serial RAN as well as serial and discrete reading of short words, pseudowords, and long words. VAS was found to correlate with serial RAN but not with discrete RAN. More important, similar relations were found for VAS with serial and discrete reading, which clearly differed from the format-specific relations between RAN and reading. Together, these findings suggest that VAS and serial RAN are related but are associated with reading for different reasons. Serial RAN appears to reflect serial interword reading processes, whereas the unique contribution of VAS mainly involves the parallel processing of orthographic units within words.

The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia.

Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g., non-verbal reasoning, attention and phonological skills including rapid automatized naming and phonological short-term memory). A 100 Dutch-speaking 8- to 11-year-old children with and without dyslexia participated (50 per group), see also van Witteloostuijn et al. (2019) for a study with the same participants. No evidence of a relationship between statistical learning and literacy skills is found above and beyond participant-level variables. Suggestions from the literature that the link between statistical learning and literacy attainment, and therefore its clinical relevance, might be small and strongly influenced by methodological differences between studies are not contradicted by our findings.

Selective visual representation of letters and words in the left ventral occipito-temporal cortex with intracerebral recordings.

We report a comprehensive cartography of selective responses to visual letters and words in the human ventral occipito-temporal cortex (VOTC) with direct neural recordings, clarifying key aspects of the neural basis of reading. Intracerebral recordings were performed in a large group of patients (n = 37) presented with visual words inserted periodically in rapid sequences of pseudofonts, nonwords, or pseudowords, enabling classification of responses at three levels of word processing: letter, prelexical, and lexical. While letter-selective responses are found in much of the VOTC, with a higher proportion in left posterior regions, prelexical/lexical responses are confined to the middle and anterior sections of the left fusiform gyrus. This region overlaps with and extends more anteriorly than the visual word form area typically identified with functional magnetic resonance imaging. In this region, prelexical responses provide evidence for populations of neurons sensitive to the statistical regularity of letter combinations independently of lexical responses to familiar words. Despite extensive sampling in anterior ventral temporal regions, there is no hierarchical organization between prelexical and lexical responses in the left fusiform gyrus. Overall, distinct word processing levels depend on neural populations that are spatially intermingled rather than organized according to a strict postero-anterior hierarchy in the left VOTC.