A5029889487- Reading and Literacy Development
- Neurobiology of Language and Bilingualism
- Scientific Research and Philosophical Inquiry
- Children's Physical and Motor Development
- Language Development and Disorders
- Cognitive and developmental aspects of mathematical skills
- Text Readability and Simplification
- Child and Animal Learning Development
- Tactile and Sensory Interactions
- Multisensory perception and integration
- Writing and Handwriting Education
Polish Academy of Sciences
2021-2024
Instytut Biologii Doświadczalnej im. Marcelego Nenckiego
2021-2024
University of Warsaw
2021
Word knowledge and the speed of word processing in monolingual children adults are influenced by properties, such as age acquisition (AoA), imageability, frequency. Understanding how different properties words contribute to ease bilingual is a critical step for establishing models childhood bilingualism. However, joint impact these has not been so far assessed children. Here, we compared AoA, frequency on accuracy response times picture naming recognition tasks We used Cross-Linguistic...
Recent studies have suggested that an increase of inter-letter spacing may improve reading performance dyslexic readers by reducing visual crowding. However, these results been difficult to replicate. This study directly compares accuracy and comprehension, as well speed, number duration fixations 38 32 typically children (10–14 years old) in regular, spaced (+2,5 pt), condensed (−1,5 pt) conditions using a natural sentence-reading paradigm. Inter-letter did not affect accuracy, or speed....
Learning to read impacts the way ventral occipitotemporal cortex (VOT) reorganizes. The postulated underlying mechanism of neuronal recycling was recently revisited. Neuroimaging data showed that voxels weakly specialized for visual processing keep their initial category selectivity (i.e., object or face processing) while acquiring an additional and stronger responsivity written words. Here, we examined a large diverse group six-year-olds prior formal literacy training (N = 72) using various...
Abstract What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, n = 54) with dyslexia (DYS, 53), in relation to their performance on a serial reaction time task. For first time, also included an isolated spelling deficit group (ISD, 30) control for distinctive effects of reading deficits. A linear times analysis did not reveal between‐group differences learning. However, further examination...
The left ventral occipito-temporal (lvOT) cortex is considered to house the brain's representation of orthography (i.e., spelling patterns words). Because letter-sound coupling crucial in reading, we investigated engagement lvOT processing phonology sound words) as a function reading acquisition. We tested 47 Polish children both at beginning formal literacy instruction and 2 years later. During functional magnetic resonance imaging, performed auditory phonological tasks from small large...