Megan M. Luetje's research while affiliated with Georgetown University and other places
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Publications (11)
Introduction
Developmental dyslexia is a language-based reading disability, yet some have reported motor impairments, usually attributed to cerebellar dysfunction.
Methods
Using fMRI, we compared children with and without dyslexia during irregularly paced, left or right-hand finger tapping. Next, we examined seed-to-voxel intrinsic functional conn...
Typical readers rely on two brain pathways for word processing in the left hemisphere: temporo-parietal cortex (TPC) and inferior frontal cortex (IFC), thought to subserve phonological decoding, and occipito-temporal cortex (OTC), including the “visual word form area” (VWFA), thought to subserve orthographic processing. How these regions are affect...
There is a large corpus of brain imaging studies examining the dorsal visual pathway, especially area V5/MT during visual motion perception. However, despite evidence suggesting a protracted development of the dorsal visual stream, and a role of this pathway in neurodevelopmental disorders, V5/MT has not been characterized developmentally. Further,...
Functional brain imaging studies have characterized the neural bases of voluntary movement for finger tapping in adults, but equivalent information for children is lacking. When contrasted to adults, one would expect children to have relatively greater activation, reflecting compensation for an underdeveloped motor system combined with less experie...
Arithmetic and written language are uniquely human skills acquired during early schooling and used daily. While prior studies have independently characterized the neural bases for arithmetic and reading, here we examine both skills in a single study to capture their shared and unique cognitive mechanisms, as well as the role of age/experience in mo...
Reading has been shown to rely on a dorsal brain circuit involving the temporoparietal cortex (TPC) for grapheme-to-phoneme conversion of novel words (Pugh et al., 2001), and a ventral stream involving left occipitotemporal cortex (OTC) (in particular in the so-called “visual word form area”, VWFA) for visual identification of familiar words. In ad...
Learning to read is thought to involve the recruitment of left hemisphere ventral occipitotemporal cortex (OTC) by a process of "neuronal recycling", whereby object processing mechanisms are co-opted for reading. Under the same theoretical framework, it has been proposed that the visual word form area (VWFA) within the OTC processes orthographic st...
Studies have converged in their findings of relatively less gray matter volume (GMV) in developmental dyslexia in bilateral temporoparietal and left occipitotemporal cortical regions. However, the interpretation of these results has been difficult. The reported neuroanatomical differences in dyslexia may be causal to the reading problems, following...
Age-and Reading-Level-Matched VBM Comparison of Dyslexic Children and Typical Readers
Brain basis of Chinese character and English word reading in children
English word, Chinese character, and object processing in young English speaking children
Citations
... On the one hand, there are studies that have shown that deaf adult readers can make use of phonological information across a range of tasks, most of them involving explicit phonological manipulations (e.g., decide whether two words rhyme or not) (e.g., Emmorey et al., 2013;Hanson & McGarr, 1989;MacSweeney et al., , 2013. On the other hand, many recent studies investigating automatic activation of phonological codes during word recognition have failed to show an effect for deaf readers (Costello et al., 2021;Fariña et al., 2017) or have found evidence of coarser grained phonological processing in deaf than hearing people (Glezer et al., 2019). ...
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... Our results could be explained by the type of dual task selected which, although appropriate for the age of the participants, may not require a high motor/cognitive effort to affect performance. A recent work investigated brain regions activated in both right-handed adults and children during a finger tapping test under differing task through functional magnetic resonance imaging (fMRI) [39]. Considering that children have an underdeveloped motor system and lower experience in the execution of the task, they should show a greater activation of brain areas than adults. ...
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... Previous studies have found some benefit to adults' learning when an instructor uses deictic gestures in video lectures (Beege et al., 2020;Pi et al., 2019b). However, developmental gaps exist between adults and children in terms of attention, cognition, and other abilities (Frank et al., 2021;Kuhn & Pease, 2006;Plude et al., 1994;Taylor et al., 2018). Evidence regarding the benefits of an instructor's deictic gestures in video lectures on adults' learning may not necessarily be reflective of their effect on children's learning. ...
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... Phonological processing performance is correlated with early mathematical skills before formal schooling (Vanbinst et al., 2020;Viesel-Nordmeyer et al., 2022) and has been identified as a shared risk factor for both RD and MD in 7-11-year old children (Slot et al., 2016). The relation between phonology and arithmetic is also apparent in older children and adults, behaviorally and in the brain, for typically-developing individuals (De Smedt & Boets, 2010;Evans et al., 2016;Hecht et al., 2001;Pollack & Ashby, 2018;Prado, 2018;Suárez-Pellicioni et al., 2019) and those with RD (Evans et al., 2014;Matejko et al., 2022;Träff et al., 2017). Yet while many children with RD have poor phonological awareness, not all of these children struggle with math. ...
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... Two routes, the phonological and the lexical, are responsible for the acquisition and development of reading [1][2][3][4]. Proficient reading is only reached when decoding is automatized and when cognitive and metacognitive mechanisms are available to enable the understanding of the decoded material [5][6][7]. The phonological route uses the grapheme-phoneme conversion process, translating letters or groups of letters into phonemes, through the application of grapheme-phonemic rules. ...
... There is a consensus that especially the location of lefthemispheric LS-VOT is very consistent across tasks and writing systems (Bolger et al., 2005; meta-analysis including studies carried out in European alphabets, Chinese characters, and Japanese Kana and Kanji). In children, the overlap of specific activation for reading English words and Chinese characters (Krafnick et al., 2016), as well as French words and Chinese characters (Feng et al., 2021) was found in the left LS-VOT in the direct proximity of the Englishbased ROI (Cohen et al., 2002). Classical LS-VOT ROI was also explored in adults reading frequent Chinese characters (nouns), and activation in this region was confirmed as specific for reading (Liu et al., 2008). ...
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... In typically developing readers, increases in grey matter volume (GMV) within this network are related to better reading skills ( Hoeft et al., 2007 ). Accordingly, dyslexic individuals show reduced GMV in occipitotemporal areas of the ventral visual stream (left fusiform which includes visual word form area) supporting letter and text processing and in the temporoparietal areas related to audio-visual information integration ( Krafnick et al., 2014 ). Apart from atypicalities in the visual ventral stream, developmental dyslexia has been related to a lack of left-hemispheric bias (i.e., left > right) in the superior temporal grey matter volume ( Dole et al., 2013 ), which could explain the reduced ability to track auditory information ( Lizarazu et al., 2015 ). ...
