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Evidence of Dynamic Changes in Brain Processing from Imaging Techniques: Implications for Interventions for Developmental Disabilities

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Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices

Part of the book series: Literacy Studies ((LITS,volume 6))

Abstract

There is great interest in emerging literacy skills due to evidence that such skills identified in the preschool period are predictive of reading at school age. Further, there is evidence that interventions applied early in the reading acquisition process have more positive outcomes than those applied after poor reading performance has been identified as delayed. To better understand the development of emergent and conventional reading skills, more research is needed to expand the evidence of how brain processing changes are related reading skill development and to changes due to intervention. This chapter reviews research on the critical emergent literacy skills that underlie the development of early reading skills, and links between brain processing of one of these critical emergent skills (speech processing) in infants, children and adults to language and reading skills. The chapter concludes with a dynamic model of brain activity as it relates to the acquisition of reading-related skills and to the impact of educational interventions.

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Acknowledgements

This work was supported in part by grants from the National Institute of Child Health and Human Development (R01-HD17860, R01 DC005994), and the National Heart, Lung, and Blood Institute (5R01HL070911).

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Authors and Affiliations

  1. Department of Psychology, University of Nebraska, 321 Burnett Hall, Lincoln, NE, 68588, USA

    Dennis L. Molfese Ph.D.

  2. Department of Child, Youth and Family Studies, University of Nebraska, 133 Mabel Lee Hall, Lincoln, NE, 68588, USA

    Victoria J. Molfese Ph.D.

  3. Department of Neuropsychology, University of Louisville, Louisville, KY, 40292, USA

    Krista Garrod

  4. Department of Psychology, University of Houston, Houston, TX, 77004, USA

    David L. Molfese Ph.D.

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  1. Dennis L. Molfese Ph.D.
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  2. Victoria J. Molfese Ph.D.
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  3. Krista Garrod
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  4. David L. Molfese Ph.D.
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Correspondence to Dennis L. Molfese Ph.D. .

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Editors and Affiliations

  1. , Faculty of Education, University of Haifa, Mount Carmel, Haifa, Israel

    Zvia Breznitz

  2. , Dept. of Learning Disabilities, University of Haifa, Mount Carmel, 31905, Haifa, Israel

    Orly Rubinsten

  3. , Dept. of Child, Youth & Fam. Studies, University of Nebraska-Lincoln, 133 Mabel Lee Hall, Lincoln, 68588-0236, Nebraska, USA

    Victoria J. Molfese

  4. , Department of Psychology, University of Nebraska-Lincoln, 321 Burnett Hall, Lincoln, 68588-0308, Nebraska, USA

    Dennis L. Molfese

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© 2012 Springer Science+Business Media B.V.

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Molfese, D.L., Molfese, V.J., Garrod, K., Molfese, D.L. (2012). Evidence of Dynamic Changes in Brain Processing from Imaging Techniques: Implications for Interventions for Developmental Disabilities. In: Breznitz, Z., Rubinsten, O., Molfese, V., Molfese, D. (eds) Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Literacy Studies, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4086-0_2

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