Dr. Tony Herdman Michael Smith Scholar Assistant Professor Department of Psychology, SFU Neuroimaging of Reading Supported by: Michael Smith Foundation.

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Presentation transcript:

Dr. Tony Herdman Michael Smith Scholar Assistant Professor Department of Psychology, SFU Neuroimaging of Reading Supported by: Michael Smith Foundation for Health Research

Overview 1)Brain Networks 2)Models of Reading and Language 3)Orthographic Processing 4)Letter-Speech Integration

Networks Orthography Phonology Semantics Motor Plan Speech Generation

Classical Reading & Language Model Motor Speech Generation Semantics Phonology Orthography

Motor Classical Reading & Language Model

MEG Brain Reponses ~ femtoTesla ( ) Earths magnetic field ~ microTesla (10 -3 )

Word Reading CARSOUPSHOEPENBALLKEY

Speech (Generation) Sight (orthography) Word Reading RepeatGenerate (Herdman et al., Cerebral Cortex, 2007) MEG

Sound (phonology) Speech (Generation) Sight (orthography) Speech Processing RepeatGenerate (Herdman et al., Cerebral Cortex, 2007) MEG

Classical Reading & Language Model Motor Speech Generation Semantics Phonology Orthography

“To the uneducated, an ‘A’ is just three sticks.” Winnie the Pooh Orthography

“To the uneducated, an ‘A’ is just three sticks.” Winnie the Pooh Orthography

Model of Reading (Dehaene, et al., TICS, 2005)

input A Pseudoletter ? Letter: A KA Z Model of Reading

Letter Perception Study Children (12-13 years old) P1 N1 Letter Psuedoletter 7 ms (Herdman et al., submitted) EEG

Neural Networks

Pesudo letter Letter

input A Pseudoletter ? Letter: A KA Z Model of Reading

Letter-Sound Pair Learning

Phonology Orthography Letter-Sound Pair Learning

Motor Speech Generation Semantics Phonology Orthography Reading Impaired Brain

(Herdman et al., submitted) Reading Impaired Brain MEG

1)Brain performs complex functions in many different regions 2)Learning modifies brain to make it more efficient 3)Reading impairment can be caused by one or more disruptions in the reading network 4)Findings support a holistic approach to learning and intervention Summary

Gene Expression Collaborative for Kids Only GECKO Project Experience & Behaviour Neural System Cell & Synapse Gene & Transcription GECKO Project Gene Expression Collaborative for Kids Only

GECKO Project Gene Expression Collaborative for Kids Only

Supported by: Michael Smith Foundation for Health Research Thank You for Your Attention

Normal Reading Children Rhyming Dyslexic Reading Children Rhyming – Before Intervention Dyslexic Reading Children Increase After Intervention (Temple et al., PNAS, 2003) Fast ForWord Reading Impaired Brain

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