Functional and structural neural plasticity effects of literacy acquisition in adulthood

Faculty/Professorship: Experimental Psychology: Cognition and Emotion  
Author(s): Boltzmann, Melanie; Münte, Thomas Frank; Mohammadi, Bahram; Rüsseler, Jascha  
Title of the Journal: Zeitrschrift für Neuropsychologie
ISSN: 1016-264X
Publisher Information: Bern : Hogrefe
Year of publication: 2019
Volume: 30
Issue: 2
Pages: 97-107
Language(s): English
DOI: 10.1024/1016-264X/a000254
In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specifi c to workplace literacy are scarce. This review gives an overview of the defi nition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.
Keywords: functional illiteracy, reading, writing, fMRI, VBM
Peer Reviewed: Ja
International Distribution: Ja
Type: Article
Year of publication: 2. July 2019