Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding

Abstract

ObjectiveThe ultimate goal of reading is to understand written text. To accomplish this, children must first master decoding, the ability to translate printed words into sounds. Although decoding and reading comprehension are highly interdependent, some children struggle to decode but comprehend well, whereas others with good decoding skills fail to comprehend. The neural basis underlying individual differences in this discrepancy between decoding and comprehension abilities is virtually unknown.MethodsWe investigated the neural basis underlying reading discrepancy, defined as the difference between reading comprehension and decoding skills, in a three-part study: 1) The neuroanatomical basis of reading discrepancy in a cross-sectional sample of school-age children with a wide range of reading abilities (Experiment-1; n = 55); 2) Whether a discrepancy-related neural signature is present in beginning readers and predictive of future discrepancy (Experiment-2; n = 43); and 3) Whether discrepancy-related regions are part of a domain-general or a language specialized network, utilizing the 1000 Functional Connectome data and large-scale reverse inference from Neurosynth.org (Experiment-3).ResultsResults converged onto the left dorsolateral prefrontal cortex (DLPFC), as related to having discrepantly higher reading comprehension relative to decoding ability. Increased gray matter volume (GMV) was associated with greater discrepancy (Experiment-1). Region-of-interest (ROI) analyses based on the left DLPFC cluster identified in Experiment-1 revealed that regional GMV within this ROI in beginning readers predicted discrepancy three years later (Experiment-2). This region was associated with the fronto-parietal network that is considered fundamental for working memory and cognitive control (Experiment-3).InterpretationProcesses related to the prefrontal cortex might be linked to reading discrepancy. The findings may be important for understanding cognitive resilience, which we operationalize as those individuals with greater higher-order reading skills such as reading comprehension compared to lower-order reading skills such as decoding skills. Our study provides insights into reading development, existing theories of reading, and cognitive processes that are potentially significant to a wide range of reading disorders.

Direct and indirect contributions of executive function to word decoding and reading comprehension in kindergarten

“…A separate line of research has investigated the role of EF in individuals with reading comprehension that is discrepantly higher than word decoding skills. For example, a recent study found that the left dorsolateral prefrontal cortex, an area that subserves EF, was associated with increased discrepancy between reading comprehension and decoding above and beyond covariates in children 10-16 years old (Patael et al, 2018). These results suggest that EFand corresponding brain regionsmay boost reading comprehension above and beyond decoding at this age.…”

Sleepiness, Neuropsychological Skills, and Scholastic Learning in Children

“…However, despite the fact that sleep disorders and sleep loss induce both sleepiness and cognitive deficits, it is not possible to directly assume that decremented cognitive performances are due to sleepiness. Indeed, sleep loss and sleep disorder may affect brain maturation, cognitive functions, and related brain mechanisms through many different processes (e.g., disruption of sleep related restorative brain processes, oxidative stress, and hypoxia in prefrontal cortex and other brain regions) [ 2 , 42 , 94 , 95 ]. Thus, it is possible to stress that, in order to support the idea that there is a relationship between sleepiness and cognition, there is a need of studies that assess directly and specifically the association between sleepiness and cognitive skills [ 44 ].…”

Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia

“…In order to establish a compensatory role for these systems, however, it is important to demonstrate their engagement in relation to behavioral performance (Hancock et al, 2017). The few studies that have done this have demonstrated both positive and negative associations between bilateral inferior frontal regions and reading-related skills (Bach et al, 2010;Horowitz-Kraus et al, 2013;Ingvar et al, 2002;Patael et al, 2018;Rumsey et al, 1994;Ryherd et al, 2018). We found that individuals with worse Word Attack scores in the Dys group recruited the bilateral inferior frontal regions to a greater extent.…”