Examining Shared Reading and White Matter Organization in Kindergarten in Relation to Subsequent Language and Reading Abilities: A Longitudinal Investigation

Examining Shared Reading and White Matter Organization in Kindergarten in Relation to Subsequent Language and Reading Abilities: A Longitudinal Investigation

<jats:title>Abstract</jats:title> <jats:p>Parent–child language interaction in early childhood carries long-term implications for children's language and reading development. Conversational interaction, in particular, has been linked to white matter organizatio...

Full description

Bibliographic Details
Main Authors: Davison, Kelsey E, Zuk, Jennifer, Mullin, Lindsay J, Ozernov-Palchik, Ola, Norton, Elizabeth, Gabrieli, John DE, Yu, Xi, Gaab, Nadine
Other Authors: Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
Format: Article
Language:English
Published: MIT Press 2023
Online Access:https://hdl.handle.net/1721.1/149807

Internet

https://hdl.handle.net/1721.1/149807

Similar Items