Article citationsMore>>

Richards, T. L., Grabowksi, T., Askren, K., Boord, P., Yagle, K., Mestre, Z., Robinson, O., Welker, D., Gulliford, V, Nagy, W., & Berninger, V. (2015). Contrasting Brain Patterns of Writing-Related DTI Parameters, fMRI Connectivity, and DTI-fMRI Connectivity Correlations in Children with and without Dysgraphia or Dyslexia. Neuroimage Clinical, 8, 408-421.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4473717

has been cited by the following article:

• TITLE: Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

  AUTHORS: Peter Wallis, Todd Richards, Peter Boord, Robert Abbott, Virginia Berninger

  KEYWORDS: Transcription, Translation, Dysgraphia, Dyslexia, Typical Writing Development

  JOURNAL NAME: Creative Education, Vol.8 No.5, April 30, 2017

  ABSTRACT: Students with transcription disabilities (dysgraphia/impaired handwriting, n = 13 or dyslexia/impaired word spelling, n = 16) or without transcription disabilities (controls) completed transcription and translation (idea generating, planning, and creating) writing tasks during fMRI connectivity scanning and compositions after scanning, which were coded for transcription and translation variables. Compositions in both groups showed diversity in genre beyond usual narrative-expository distinction; groups differed in coded transcription but not translation variables. For the control group specific transcription or translation tasks during scanning correlated with corresponding coded transcription or translation skills in composition, but connectivity during scanning was not correlated with coded handwriting during composing in dysgraphia group and connectivity during translating was not correlated with any coded variable during composing in dyslexia group. Results are discussed in reference to the trend in neuroscience to use connectivity from relevant seed points while performing tasks and trends in education to recognize the generativity (creativity) of composing at both the genre and syntax levels.