A fronto-temporal brain network has long been implicated in language comprehension. However, this network’s role in language production remains debated. In particular, it remains unclear whether all or only some language regions contribute to production, and which aspects of production these regions support. Across 3 functional magnetic resonance imaging experiments that rely on robust individual-subject analyses, we characterize the language network’s response to high-level production demands. We report 3 novel results. First, sentence production, spoken or typed, elicits a strong response throughout the language network. Second, the language network responds to both phrase-structure building and lexical access demands, although the response to phrase-structure building is stronger and more spatially extensive, present in every language region. Finally, contra some proposals, we find no evidence of brain regions—within or outside the language network—that selectively support phrase-structure building in production relative to comprehension. Instead, all language regions respond more strongly during production than comprehension, suggesting that production incurs a greater cost for the language network. Together, these results align with the idea that language comprehension and production draw on the same knowledge representations, which are stored in a distributed manner within the language-selective network and are used to both interpret and generate linguistic utterances.

Learning to read transforms the brain, building on children's existing capacities for language and visuospatial processing. In particular, the development of print-speech convergence, or the spatial overlap of neural regions necessary for both auditory and visual language processing, is critical for literacy acquisition. Print-speech convergence is a universal signature of proficient reading, yet the antecedents of this convergence remain unknown. Here we examine the relationship between spoken language proficiency and the emergence of the printspeech network in beginning readers (ages 5-6). Results demonstrate that children's language proficiency, but not their early literacy skill, explains variance in their print-speech neural convergence in kindergarten. Furthermore, print-speech convergence in kindergarten predicts reading abilities one year later. These findings suggest that children's language ability is a core mechanism guiding the neural plasticity for learning to read, and extend theoretical perspectives on language and literacy acquisition across the lifespan.

doi: medRxiv preprint NOTE: This preprint reports new research that has not been certified by peer review and should not be used to guide clinical practice.

Extant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading comprehension is commonly investigated in older children and in those with reading impairments. However, less is known about this relationship in emerging readers in kindergarten, where word decoding and reading comprehension are highly intertwined. Moreover, a better understanding of the mechanisms by which EF influences reading comprehension is needed. The present study investigated direct contributions of EF to reading comprehension, as well as indirect contributions via word decoding in 97 kindergarteners. Results indicated that there was a significant indirect effect of EF on reading comprehension, with word decoding mediating this association. The direct contribution of EF to reading comprehension was not significant. Implications for reading instruction and intervention for early readers are discussed. 1.1. Models of reading comprehension Reading comprehension involves extracting meaning from a written text. This process is incredibly complex, and relies upon the successful integration of several components. Reflecting this inherent complexity, several theories and models of reading comprehension have been proposed. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &

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