Multimodality and Multi-Perspectives of Language/Reading Difficulties: From Pathological Intervention to Neurophysiological Optimization

Session Type: Symposium

Abstract

This symposium is a feast for AERA-scholars who are interested in the topic of language/reading-difficulties through-bridging-neuroscience-with-education. We attempt to bring multimodality and multi-perspectives conversations to answer the general questions of 1)What-accounts-for-language-learning-difficulties? 2)Are-there-neural-and-behavioral-indictors and 3)which-kind-of-training-works? This 6-paper symposium provides generalized mechanisms among populations with-difficulties (i.e., normal/abnormal children, adults with dyslexia, hearing lossor those who have difficulties in a second language). The AERA-audiences will understand the underlying-factors causing difficulties ranging from the basics of visual-phonological skills to higher-level skills, and psycholinguistic-and-socio-cognitive-factors. This symposium covers multiple methodological approaches including behavioral/developmental/neurological (Event-Related -Potentials and functional—Magnetic-Resonance-Imaging), cross-sectional/longitudinal, experimental/quasi-experimental. The training methods include implicit/explicit, behavioral/neurophysiological-operationalization. The symposium enables you to observe comprehensive evidence for the commonalities in language/reading development from pathological matters to neurophysiological-optimization-principles.

Sub Unit

• SIG-Brain, Neurosciences and Education

Chairs

• Qun Guan, University of Science and Technology Beijing

• Ye Wang, Teachers College, Columbia University

Papers

• Lower Level Cognitive Skill of Visual Word Learning in Adults With Dyslexia - Rosa Kwok Wan, Conventry University

• Psycholinguistic and Sociocognitive Factors Facilitating Effective Reading in Profoundly Deaf Adults - Julia Silvestri, Columbia University; Ye Wang, Teachers College, Columbia University

• Higher Level Cognitive Skills Predicting Children's Written Performance: A Four-Year Longitudinal Study - Qun Guan, University of Science and Technology Beijing; Feifei Ye, The RAND Corporation; Ye Wang, Teachers College, Columbia University

• Syntactic Priming in Second Language Processing: Evidence From Oral Sentences Production of Chinese College Students - Meng Pan; Qun Guan, University of Science and Technology Beijing; Brian MacWhinney, Carnegie Mellon University

• Reading Skill Modulates Left Occipito-Temporal Cortex During Auditory Word Processing in Young Children: An fMRI Study - Jin Wang, Vanderbilt University - Peabody College; Marc F. Joanisse, The University of Western Ontario; James Booth, Vanderbilt University - Peabody College

• Neurophysiological Training on Students With Learning Disabilities: Evidence From an Event-Related Potential Study - Qun Guan, University of Science and Technology Beijing; Wanjin Meng, China National Institute for Educational Research; Ru Yao, China National Institute for Educational Research

Discussant

• Rick Wagner, Florida State University