Neural Basis of Language Processing

孩子们学习口语似乎毫不费力，而学习阅读则是在整个学年中缓慢发展的，需要明确的指导和训练。尽管孩子们在获得这种复杂技能的难易程度上各不相同，但对大多数人来说，阅读最终会成为一种自动的能力。本研究旨在探讨阅读的神经基础，通过评估神经认知语言网络随阅读技能的发展而发生的变化。我们假设，语言网络的实质性重组发生在支持阅读，而正字法的访问（即，打印字访问）是这一点的标志。

Whereas children learn spoken language seemingly effortlessly, learning to read develops slowly through the school years and requires explicit instruction and training. Although children vary in the ease with which they acquire this complex skill, reading eventually becomes automatic for most individuals. The present proposal examines the neural basis of reading, by evaluating the changes that undergo the neurocognitive language network with the development of reading skill. We hypothesize that substantial restructuring of the language network occurs to support reading, and that orthographic access (i.e., printed word access) during spoken word recognition is a marker of this.