Journal of Speech, Language, and Hearing Research Vol.55 1068-1082 August 2012. doi:10.1044/1092-4388(2011/11-0056)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Preston, J. L.
Right arrow Articles by Pugh, K. R.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Preston, J. L.
Right arrow Articles by Pugh, K. R.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Article

Functional Brain Activation Differences in School-Age Children With Speech Sound Errors: Speech and Print Processing

Jonathan L. Prestona,,b
Susan Felsenfelda,,b,,c
Stephen J. Frosta
W. Einar Mencla
Robert K. Fulbrighta,,d
Elena L. Grigorenkoc
Nicole Landia,,d
Ayumi Sekia,,e
Kenneth R. Pugha,,f
a Haskins Laboratories, New Haven, CT
b Southern Connecticut State University, New Haven, CT
c Yale Child Study Center, Yale University, New Haven, CT
d Yale School of Medicine, Yale University
e Tottori University, Tottori, Japan
f University of Connecticut, Storrs

Correspondence to Jonathan L. Preston: preston{at}haskins.yale.edu

Purpose: To examine neural response to spoken and printed language in children with speech sound errors (SSE).

Method: Functional magnetic resonance imaging was used to compare processing of auditorily and visually presented words and pseudowords in 17 children with SSE, ages 8;6[years;months] through 10;10, with 17 matched controls.

Results: When processing spoken words and pseudowords, the SSE group showed less activation than typically speaking controls in left middle temporal gyrus. They also showed greater activation than controls in several cortical and subcortical regions (e.g., left superior temporal gyrus, globus pallidus, insula, fusiform, and bilateral parietal regions). In response to printed words and pseudowords, children with SSE had greater activation than controls in regions including bilateral fusiform and anterior cingulate. Some differences were found in both speech and print processing that that may be associated with children with SSE failing to show common patterns of task-induced deactivation and/or attentional resource allocation.

Conclusion: Compared with controls, children with SSE appear to rely more on several dorsal speech perception regions and less on ventral speech perception regions. When processing print, numerous regions were observed to be activated more for the SSE group than for controls.

KEY WORDS: functional magnetic resonance imaging (fMRI), speech sound errors, speech perception, print processing


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 AJSLPHome page
J. L. Preston, M. Hull, and M. L. Edwards
Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders
Am J Speech Lang Pathol, May 1, 2013; 22(2): 173 - 184.
[Abstract] [Full Text] [PDF]