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dc.contributor.authorMorken, Frøydis
dc.contributor.authorHelland, Turid
dc.contributor.authorHugdahl, Kenneth
dc.contributor.authorSpecht, Karsten
dc.date.accessioned2015-03-26T13:40:26Z
dc.date.available2015-03-26T13:40:26Z
dc.date.issued2014-12-22eng
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/1956/9670
dc.description.abstractThis fMRI study aimed to examine how differences in literacy processing demands may affect cortical activation patterns in 11- to 12-year-old children with dyslexia as compared to children with typical reading skills. Eleven children with and 18 without dyslexia were assessed using a reading paradigm based on different stages of literacy development. In the analyses, six regions showed an interaction effect between group and condition in a factorial ANOVA. These regions were selected as regions of interest (ROI) for further analyses. Overall, the dyslexia group showed cortical hyperactivation compared to the typical group. The difference between the groups tended to increase with increasing processing demands. Differences in cortical activation were not reflected in in-scanner reading performance. The six regions further grouped into three patterns, which are discussed in terms of processing demands, compensatory mechanisms, orthography and contextual facilitation. We conclude that the observed hyperactivation is chiefly a result of compensatory activity, modulated by other factors.en_US
dc.language.isoengeng
dc.publisherFrontierseng
dc.rightsAttribution CC BYeng
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/eng
dc.subjectdyslexiaeng
dc.subjectprocessing demandseng
dc.subjectorthographyeng
dc.subjectcompensatoryeng
dc.subjectAttentioneng
dc.subjectsentence processingeng
dc.titleChildren with dyslexia show cortical hyperactivation in response to increasing literacy processing demandseng
dc.typePeer reviewed
dc.typeJournal article
dc.date.updated2015-03-05T07:40:57Zen_US
dc.description.versionpublishedVersion
dc.rights.holderCopyright 2014 Morken, Helland, Hugdahl and Specht
dc.source.articlenumber1491
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2014.01491
dc.identifier.cristin1216708
dc.source.journalFrontiers in Psychology
dc.source.405


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