Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

References

• Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23, 171–191. doi:10.3102/01623737023002171
   Web of Science ®Google Scholar
• Aram, D. M., & Ekelman, B. L. (1988). Scholastic aptitude and achievement among children with unilateral brain lesions. Neuropsychologia, 26(6), 903–916.
   PubMed Web of Science ®Google Scholar
• Ballantyne, A. O., Spilkin, A. M., Hesselink, J., & Trauner, D. A. (2008). Plasticity in the developing brain: Intellectual, language and academic functions in children with ischaemic perinatal stroke. Brain, 131, 2975–2985. doi:10.1093/brain/awn176
   PubMed Web of Science ®Google Scholar
• Bates, E. (1999). Plasticity, localization and language development. In S.H. Broman & J.M. Fletcher, Eds., The changing nervous system: Neurobehavioral consequences of early brain disorders. Oxford, UK: Oxford University Press (pp. 214–253).
   Google Scholar
• Bates, E., Reilly, J., Wulfeck, B., Dronkers, N., Opie, M., Fenson, J., & Herbst, K. (2001). Differential effects of unilateral lesions on language production in children and adults. Brain and Language, 79, 223–265. doi:10.1006/brln.2001.2482
   PubMed Web of Science ®Google Scholar
• Bates, E., Thal, D., Trauner, D., Fenson, J., Aram, D., Eisele, J., & Nass, R. (1997). From first words to grammar in children with focal brain injury. Developmental Neuropsychology, 13, 275–343. doi:10.1080/87565649709540682
   Web of Science ®Google Scholar
• Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. doi:10.1111/cdev.2007.78.issue-2
   PubMed Web of Science ®Google Scholar
• Borman, G. D., & Boulay, M. (Eds.). (2004). Summer learning: Research, policies, and programs. New York, NY: Routledge.
   Google Scholar
• Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., & Kogan, M. D. (2011). Trends in the prevalence of developmental disabilities in US children, 1997–2008. Pediatrics, 127(6), 1034–1042.
   PubMed Web of Science ®Google Scholar
• Brasky, K., Nikolas, M., Meanwell, C., Levine, S. C., & Goldin-Meadow, S. (2005). Language development in children with unilateral brain injury: Effects of lesion size. Paper presented at the Symposium on Research in Child Language Disorders, Madison, WI, June 2005.
   Google Scholar
• Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7, 55–71. doi:10.2307/1602387
   PubMed Web of Science ®Google Scholar
• Champagne-Lavau, M., & Joanette, Y. (2009). Pragmatics, theory of mind and executive functions after a right-hemisphere lesion: Different patterns of deficits. Journal of Neurolinguistics, 22, 413–426. doi:10.1016/j.jneuroling.2009.02.002
   Web of Science ®Google Scholar
• Chapman, S. B., Max, J. E., Gamino, J. F., McGlothlin, J. H., & Cliff, S. N. (2003). Discourse plasticity in children after stroke: Age at injury and lesion effects. Pediatric Neurology, 29, 34–41. doi:10.1016/S0887-8994(03)00012-2
   PubMed Web of Science ®Google Scholar
• Cooper, H., Borman, G., & Fairchild, R. (2010). School calendars and academic achievement. In: Handbook of research on schools, schooling, and human development, 342–355.
   Google Scholar
• Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227–268. doi:10.3102/00346543066003227
   Web of Science ®Google Scholar
• Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Nunes Filho, G., Jobert, A., & Cohen, L. (2010). How learning to read changes the cortical networks for vision and language. Science, 330, 1359–1364. doi:10.1126/science.1194140
   PubMed Web of Science ®Google Scholar
• Demir, Ö. E., Fisher, J. A., Levine, S. C., & Goldin-Meadow, S. (2014). Narrative structure in typically developing children and children with early unilateral brain injury: Seeing gesture matters. Developmental Psychology, 50, 815–828. doi:10.1037/a0034322
   PubMed Web of Science ®Google Scholar
• Demir, Ö. E., Levine, S. C., & Goldin-Meadow, S. (2010). Narrative skill in children with early unilateral brain injury: A possible limit to functional plasticity. Developmental Science, 13, 636–647. doi:10.1111/j.1467-7687.2009.00920.x
   PubMed Web of Science ®Google Scholar
• Demir, Ö. E., Rowe, M. L., Heller, G., Goldin-Meadow, S., & Levine, S. C. (2015). Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the “there-and-then” matters. Developmental Psychology, 51(2), 161.
   PubMed Web of Science ®Google Scholar
• Eviatar, Z., & Just, M. A. (2006). Brain correlates of discourse processing: An fMRI investigation of irony and conventional metaphor comprehension. Neuropsychologia, 44, 2348–2359. doi:10.1016/j.neuropsychologia.2006.05.007
   PubMed Web of Science ®Google Scholar
• Feldman, H. M., Holland, A. L., Kemp, S. S., & Janosky, J. E. (1992). Language development after unilateral brain injury. Brain and Language, 42, 89–102. doi:10.1016/0093-934X(92)90058-M
   PubMed Web of Science ®Google Scholar
• Frith, U., & Vargha-Khadem, F. (2001). Are there sex differences in the brain basis of literacy related skills? Evidence from reading and spelling impairments after early unilateral brain damage. Neuropsychologia, 39, 1485–1488. doi:10.1016/S0028-3932(01)00063-X
   PubMed Web of Science ®Google Scholar
• Garavan, H., Ross, T. J., & Stein, E. A. (1999). Right hemispheric dominance of inhibitory control: An event-related functional MRI study. Proceedings of the National Academy of Sciences, 96, 8301–8306. doi:10.1073/pnas.96.14.8301
   PubMed Web of Science ®Google Scholar
• Gershenson, S. (2013). Do summer time-use gaps vary by socioeconomic status? American Educational Research Journal, 50(6), 1219–1248.
   Web of Science ®Google Scholar
• Huttenlocher, J., Levine, S. C., & Vevea, J. (1998). Environmental input and cognitive growth: A study using time-period comparisons. Child Development, 69, 1012–1029. doi:10.1111/j.1467-8624.1998.tb06158.x
   PubMed Web of Science ®Google Scholar
• Huttenlocher, P. R. (2009). Neural plasticity. Cambridge, MA: Harvard University Press.
   Google Scholar
• Kaplan, J. A., Brownell, H. H., Jacobs, J. R., & Gardner, H. (1990). The effects of right hemisphere damage on the pragmatic interpretation of conversational remarks. Brain and Language, 38, 315–333. doi:10.1016/0093-934X(90)90117-Y
   PubMed Web of Science ®Google Scholar
• Karmiloff-Smith, A. (1998). Development itself is the key to understanding developmental disorders. Trends in Cognitive Sciences, 2, 389–398. doi:10.1016/S1364-6613(98)01230-3
   PubMed Web of Science ®Google Scholar
• Kieffer, M. J. (2010). Socioeconomic status, English proficiency, and late-emerging reading difficulties. Educational Researcher, 39(6), 484–486.
   Web of Science ®Google Scholar
• Krägeloh-Mann, I., & Horber, V. (2007). The role of magnetic resonance imaging in elucidating the pathogenesis of cerebral palsy: A systematic review. Developmental Medicine & Child Neurology, 49, 144–151. doi:10.1111/dmcn.2007.49.issue-2
   PubMed Web of Science ®Google Scholar
• Levine, S. C., Brasky, K., & Nikolas, M. (2005). The role of gesture in language development in brain injured children. Paper presented at the meeting of the International Association for the Study of Child Language, Berlin, Germany, July 2005.
   Google Scholar
• Levine, S. C., Raja Beharelle, A., Demir, Ö. E., & Small, S. (2015). Perinatal focal brain injury: Scope and limits of plasticity for language functions. In G. Hickok & S. L. Small (Eds.), The neurobiology of language (pp. 969–979). London, England: Academic Press.
   Google Scholar
• Lewis, M., & Mayes, L. C. (2012). The role of environments in development: An introduction. In L. Mayes & M. Lewis (Eds.), The Cambridge handbook of environment in human development (pp. 1–12). New York, NY: Cambridge University Press.
   Google Scholar
• McCoach, D. B., O’Connell, A. A., Reis, S. M., & Levitt, H. A. (2006). Growing readers: A hierarchical linear model of children’s reading growth during the first 2 years of school. Journal of Educational Psychology, 98, 14–28. doi:10.1037/0022-0663.98.1.14
   Web of Science ®Google Scholar
• McGrew K. S., & Woodcock R. W.. (2001). Technical manual. Woodcock-Johnson III.
   Google Scholar
• National Center for Education Statistics. (2011). The nation’s report card: Mathematics 2011 (NCES 2012–458). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC.
   Google Scholar
• Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184–202. doi:10.1598/RRQ.40.2.3
   Web of Science ®Google Scholar
• Price, C. J., Gorno-Tempini, M. L., Graham, K. S., Biggio, N., Mechelli, A., Patterson, K., & Noppeney, U. (2003). Normal and pathological reading: Converging data from lesion and imaging studies. NeuroImage, 20, S30–S41. doi:10.1016/j.neuroimage.2003.09.012
   PubMed Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Thousand Oaks, CA: Sage.
   Google Scholar
• Reilly, J. S., Bates, E. A., & Marchman, V. A. (1998). Narrative discourse in children with early focal brain injury. Brain and Language, 61, 335–375. doi:10.1006/brln.1997.1882
   PubMed Web of Science ®Google Scholar
• Reilly, J. S., Wasserman, S., & Appelbaum, M. (2013). Later language development in narratives in children with perinatal stroke. Developmental Science, 16, 67–83. doi:10.1111/desc.2012.16.issue-1
   PubMed Web of Science ®Google Scholar
• Rowe, M. L., Levine, S. C., Fisher, J. A., & Goldin-Meadow, S. (2009). Does linguistic input play the same role in language learning for children with and without early brain injury? Developmental Psychology, 45, 90–102. doi:10.1037/a0012848
   PubMed Web of Science ®Google Scholar
• Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81, 6–22. doi:10.1111/cdev.2010.81.issue-1
   PubMed Web of Science ®Google Scholar
• Sameroff, A., & Chandler, M. (1975). Reproductive risk and the continuum of caretaking casualty. In F. D. Horowitz, M. Hetherington, S. Scarr-Salapatek, & G. Siegel (Eds.), Review of child development research (Vol. 4, pp. 187–244). Chicago, IL: University of Chicago Press.
   Google Scholar
• Schrank, F. A., & Woodcock, R. W. (2002). Manual and checklists. Report writer for the WJ III. Itasca, IL: Rivershide Publishing.
   Google Scholar
• Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., & Katz, L. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636–2641. doi:10.1073/pnas.95.5.2636
   PubMed Web of Science ®Google Scholar
• Stiles, J., Reilly, J. S., & Levine, S. C. (2012). Neural plasticity and cognitive development: Insights from children with perinatal brain injury. New York, NY: Oxford University Press.
   Google Scholar
• Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. doi:10.1037/0012-1649.38.6.934
   PubMed Web of Science ®Google Scholar
• Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson® III NU Tests of Achievement. Rolling Meadows, IL: Riverside Publishing.
   Google Scholar
• Woods, B. T., & Carey, S. (1979). Language deficits after apparent clinical recovery from childhood aphasia. Annals of Neurology, 6, 405–409. doi:10.1002/(ISSN)1531-8249
   PubMed Web of Science ®Google Scholar