The Experts below are selected from a list of 112050 Experts worldwide ranked by ideXlab platform
Kimberly G. Noble - One of the best experts on this subject based on the ideXlab platform.
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socioeconomic disparities in Language Input are associated with children s Language related brain structure and reading skills
Child Development, 2020Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
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Socioeconomic Disparities in Language Input Are Associated With Children's Language‐Related Brain Structure and Reading Skills
Child development, 2019Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
Emily C. Merz - One of the best experts on this subject based on the ideXlab platform.
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socioeconomic disparities in Language Input are associated with children s Language related brain structure and reading skills
Child Development, 2020Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
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Socioeconomic Disparities in Language Input Are Associated With Children's Language‐Related Brain Structure and Reading Skills
Child development, 2019Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
Samantha A. Melvin - One of the best experts on this subject based on the ideXlab platform.
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socioeconomic disparities in Language Input are associated with children s Language related brain structure and reading skills
Child Development, 2020Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
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Socioeconomic Disparities in Language Input Are Associated With Children's Language‐Related Brain Structure and Reading Skills
Child development, 2019Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
Elaine A. Maskus - One of the best experts on this subject based on the ideXlab platform.
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socioeconomic disparities in Language Input are associated with children s Language related brain structure and reading skills
Child Development, 2020Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
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Socioeconomic Disparities in Language Input Are Associated With Children's Language‐Related Brain Structure and Reading Skills
Child development, 2019Co-Authors: Emily C. Merz, Elaine A. Maskus, Samantha A. Melvin, Kimberly G. NobleAbstract:The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic Input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult?child conversational turns or adult words had greater left perisylvian cortical surface area. Language Input mediated the association between parental education and left perisylvian cortical surface area. Language Input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in Language-supporting brain structure and in turn reading skills.
Falk Huettig - One of the best experts on this subject based on the ideXlab platform.
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Word reading skill predicts anticipation of upcoming spoken Language Input: a study of children developing proficiency in reading.
Journal of experimental child psychology, 2014Co-Authors: Nivedita Mani, Falk HuettigAbstract:Abstract Despite the efficiency with which Language users typically process spoken Language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken Language processing potentially attributable to participants’ literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners’ anticipation of upcoming spoken Language Input in children at the cusp of learning to read; if reading skills affect predictive Language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken Language processing. We tested 8-year-olds on their prediction of upcoming spoken Language Input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken Language Input, there was a strong positive correlation between children’s word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words.
