Brain Lateralization of Phonological Awareness Varies by Maternal Education

Autor/inn/en	Younger, Jessica W.; Lee, Keun-Woo; Demir-Lira, Ozlem E.; Booth, James R.
Titel	Brain Lateralization of Phonological Awareness Varies by Maternal Education
Quelle	In: Developmental Science, 22 (2019) 6, (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12807
Schlagwörter	Socioeconomic Status; Phonological Awareness; Language Skills; Comparative Analysis; Brain Hemisphere Functions; Mothers; Educational Attainment; Correlation; Parent Child Relationship; Preschool Children; Lateral Dominance; Language Processing; Kindergarten; Rhyme; Task Analysis + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hemisphärendominanz; Sprachverarbeitung; Reim; Aufgabenanalyse
Abstract	Socioeconomic status (SES) has been shown to influence language skills, with children of lower SES backgrounds performing worse on language assessments compared to their higher SES peers. While there is abundant behavioral research on the effects of SES, whether there are differences in the neural mechanisms used to support language skill is less established. In this study, we examined the relation between maternal education (ME), a component of SES, and neural mechanisms of language. We focused on Kindergarten children, at the beginning of formal reading education, and on a pre-reading skill, phonological awareness--the ability to distinguish or manipulate the sounds of language. We determined ME-related differences in neural activity by examining a skill-matched sample of typically achieving 5-year-old children as they performed a rhyme judgment task. We examined brain lateralization in two language processing regions, the inferior frontal gyrus (IFG) and superior temporal gyrus (STG). In the IFG, lateralization was related to ME but not skill: children with low ME showed bilateral activation compared to children with higher ME who showed leftward lateralization. In the STG, there was a skill by ME interaction on lateralization, such that children with high ME showed a positive relation between rightward lateralization and skill and children with low ME showed a positive relation between leftward lateralization and skill. Thus, we demonstrated ME is related to differences in neural recruitment during language processing, yet this difference in recruitment is not indicative of a deficit in linguistic processing in Kindergarten children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01