Katarzyna ChylInstytut Badan Edukacyjnych
Katarzyna Chyl
PhD
About
20
Publications
5,273
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292
Citations
Citations since 2017
Introduction
Additional affiliations
October 2022 - present
Publications
Publications (20)
Reading literacy is an important skill, crucial in everyday modern life. Nonetheless, in many languages, including Polish, there is still no adequate tool to measure reading comprehension in adults, especially on the functional level, which could be useful in both research and practice. In the 2011 PIAAC study, Poland scored lower than the OECD’s m...
This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills’ predictive value for reading...
There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components and whether they rely, in a similar fashion, on sublexical and lexical pathways of word processing. The present study investigates whether the neural substrates of word processing differ in children with various patterns of reading...
Being a late talker constitutes a risk factor for later neurodevelopmental disorders; however, its neurobiological basis remains unexplored. We aimed to determine the unique and mutual correlates of late talking and developmental dyslexia on brain structure and behavioral outcomes in a large sample of 8- to 10-year-old children in a between-groups...
Literacy development is a process rather than a single event and thus should be studied at multiple time points. A longitudinal design employing neuroimaging methods offers the possibility to identify neural changes associated with reading development, and to reveal early markers of dyslexia. The core of this review is a summary of findings from lo...
Despite dissimilarities among scripts, a universal hallmark of literacy in skilled readers is the convergent brain activity for print and speech. Little is known, however, whether this differs as a function of grapheme to phoneme transparency in beginning readers. Here we compare speech and orthographic processing circuits in two contrasting langua...
Despite dissimilarities among scripts, a universal hallmark of literacy in adults is the convergent brain activity for print and speech. Little is known, however, how early it emerges. Here we compare speech and orthographic processing systems in two contrasting languages, Polish and English, in 100 7-year-old children performing identical fMRI tas...
Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginnin...
The manuscript reports a study on a large sample (N = 170) of Polish speaking 8–13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed to relate brain activation to individual differences in reading and spelling. We found that individual proficiency in both reading and...
Several etiological theories, in particular neuronal noise and impaired auditory sampling, predicted neurotransmission deficits in dyslexia. Neurometabolites also affect white matter microstructure, where abnormalities were previously reported in dyslexia. However findings from only few magnetic resonance spectroscopy studies using diverse age grou...
Objective:
Decreased activation to print in the left ventral, dorsal, and anterior pathways has been implicated in readers with dyslexia (DRs) but also is characteristic for typical beginning readers. Because most studies have compared DRs with their age-matched peers, the observed results could represent a dyslexia phenotype or a developmental de...
In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills. LS integration is related to left superior temporal cortex (STC) activity and its disruption was previously observed in dyslexia (DYS). Whether disruption in LS association is a cause of reading impairment or a conse...
The prevalence and long-term consequences of dyslexia make it crucial to look for efective and efcient
ways of its therapy. Action video games (AVG) were implied as a possible remedy for difculties in
reading in Italian and English-speaking children. However, the studies examining the efectiveness of
AVG application in dyslexia sufered from signifc...
This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledg...
Projects
Projects (2)
Reading comprehension is important in almost every aspect of life: at work, doctor’s office, or even a bus stop. In developed countries, an average adult is schooled for 12 years, yet still, 15% of adults struggle with comprehension when reading even simple texts. In Poland, this proportion is even higher; as PIAAC study showed, almost one in five Poles have problems with reading comprehension. This phenomenon is known as functional illiteracy, and this scientific project aims to understand it better. We are going to create the first Polish test of functional literacy and explore its correlates.
