...proposes that the first 2 years of life signify the most rapid period of #brain development & sets a foundation for long-term development, but there has yet to be direct evidence with respect to brain structure due to a lack of longitudinal designs with #neuroimaging. ...3/9
...This new study sheds light on white matter organization in #infancy that is prospectively associated with long-term #language outcomes. Contributions of this paper: (a) The left #arcuate#fasciculus has been repeatedly implicated in language skills among...4/9
school-age children & adults...here we show that structural organization of the arcuate fasciculus from as early as infancy is prospectively associated with school-age #language outcome after school entry. We reveal that the white matter in infancy linked with later language..5/9
...outcome is not only specific to pathways primarily known for language, but that structural organization of the corticospinal tract in infancy is also prospectively associated with subsequent school-age language outcome in elementary school... 6/9
...Results suggest that this earlier developing white matter pathway may make a key contribution in early childhood in facilitating #cognitive-linguistic development. Why it is important? (1) Our findings illuminate the importance of the first 2 years of life in establishing..7/9
...white matter structural organization that serves as important foundation underlying the trajectory of #language#development in early #childhood and ... 8/9
(2) Results raise theoretical implications for trajectory of language acquisition...as a process of refinement that builds upon a pre-existing structural scaffold in infancy. 9/9 end. Please give us feedback! Thank you!
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Here is Myth #2 for #DyslexiaAwarnessMonth 2020:
FIRST SIGNS OF #DYSLEXIA OR #READING IMPAIRMENTS CAN ONLY BE SEEN AFTER 2-3 YEARS OF READING INSTRUCTION. Nope. Early signs can be seen as early as preschool. Here is what to look for:
Numerous studies have shown that these skills are predictive of successful #reading acquisition as early as age 4 or 5:
Phonological awareness
Pseudoword repetition
Rapid Automatized Naming
Expressive/Receptive vocabulary
Letter (sound) knowledge
Oral listening comprehension
We are back for #DyslexiaAwarenessMonth 2020 after all the wonderful feedback we received last year! Every Day we will bust another #dyslexia and #reading myth during the month of October:
MYTH #1 for 2020:
DYSLEXIA AND READING IMPAIRMENTS ARE RARE
While the exact prevalence of #dyslexia/#reading impairments depends on many factors (e.g., the definition, the spoken and written language, diagnostic practices), we can say with great certainty that dyslexia/reading impairments are not rare.
Let's take a look at the numbers: The National Assessment of Educational Progress shows in their report that approx. 65% of 4th graders are not #reading proficiently and the numbers are similar for students in 8th grade. You can find the 2019 report here nationsreportcard.gov/reading?grade=4
Thank you @BostonChildrensfor all your support during the development of this! We could not have done this without your Innovation and Digital Health Accelerator!!! #grateful
Thank you @ne_inno for believing in us! #NEInnovation#NEInno
Rapid and widespread changes in #brain anatomy and physiology in the first five years of life present substantial challenges for developmental #MRI studies. One persistent challenge is that methods best suited to earlier developmental stages are suboptimal for later stages
This new review describes the data acquisition, processing, & analysis challenges that introduce these potential biases when conducting & analyzing data from infants and young children & attempts to elucidate decisions & recommendations that can optimize developmental comparisons
Many school districts are deciding to use 'survey' or 'questionnaire' #screeners (asking teachers a series of questions) for assessing #dyslexia risk instead of directly assessing the child. It's very problematic for various reasons & can harm our #dyslexia advocacy efforts1/6
1) Several research studies have shown that teacher surveys are poorly correlated with the actual performance of a child, especially at the beginning of K (or any grade since teachers are still getting to know the student). It' important to DIRECTLY assess the child's skills 2/6
For example, this study bit.ly/36Gve6e: shows "..teachers’ judgments of students’ early #literacy skills alone may be insufficient to accurately identify students at risk for #reading difficulties. So, why are we still using these? 3/6