Longitudinal Task-Related Functional Connectivity Changes Predict Reading Development

Smith, Gregory J.; Booth, James R.; McNorgan, Chris

doi:10.3389/fpsyg.2018.01754

Cited by 20 publications

(15 citation statements)

References 48 publications

(56 reference statements)

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“…Co-activation in the left STG during speech and print processing also differentiated young readers from pre-readers and correlated with reading performance in Polish six-year olds 70 . Improvement of reading skills over time was also predicted by changes in the functional connectivity patterns within the reading network, with stronger connections between STG and IFG during a written word rhyming task 71 . Moreover, in the phonological task the functional connection strength at the pre-reading stage between the left IPC, left IFG, left vOT, and right angular gyrus predicted later reading development 49 .…”

Section: Neural Precursors Of Readingmentioning

confidence: 94%

Brain dynamics of (a)typical reading development—a review of longitudinal studies

et al. 2021

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Literacy development is a process rather than a single event and thus should be studied at multiple time points. A longitudinal design employing neuroimaging methods offers the possibility to identify neural changes associated with reading development, and to reveal early markers of dyslexia. The core of this review is a summary of findings from longitudinal neuroimaging studies on typical and atypical reading development. Studies focused on the prediction of reading gains with a single neuroimaging time point complement this review. Evidence from structural studies suggests that reading development results in increased structural integrity and functional specialization of left-hemispheric language areas. Compromised integrity of some of these tracts in children at risk for dyslexia might be compensated by higher anatomical connectivity in the homologous right hemisphere tracts. Regarding function, activation in phonological and audiovisual integration areas and growing sensitivity to print in the ventral occipito-temporal cortex (vOT) seem to be relevant neurodevelopmental markers of successful reading acquisition. Atypical vOT responses at the beginning of reading training and infant auditory brain potentials have been proposed as neuroimaging predictors of dyslexia that can complement behavioral measures. Besides these insights, longitudinal neuroimaging studies on reading and dyslexia are still relatively scarce and small sample sizes raise legitimate concerns about the reliability of the results. This review discusses the challenges of these studies and provides recommendations to improve this research area. Future longitudinal research with larger sample sizes are needed to improve our knowledge of typical and atypical reading neurodevelopment.

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Section: Neural Precursors Of Readingmentioning

confidence: 94%

Brain dynamics of (a)typical reading development—a review of longitudinal studies

et al. 2021

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“…First, this task requires access to letter-sound mapping rules in order to pronounce the stimuli, and prevents using basic visual memory of known words as an aid to word identification. Second, past and ongoing studies of typically developing children [9, 64] have found that developmental changes in PDE scores are predicted by changes in connectivity over the same period. Because the classification of reading and other learning difficulties may be the subject of disagreement, the remaining standardized measures provide quantifiable support for our participants as a sample of children with reading difficulty.…”

Section: Methodsmentioning

confidence: 99%

Dyslexia on a continuum: A complex network approach

et al. 2018

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We investigated the efficacy of graph-theoretic metrics of task-related functional brain connectivity in predicting reading difficulty and explored the hypothesis that task conditions emphasizing audiovisual integration would be especially diagnostic of reading difficulty. An fMRI study was conducted in which 24 children (8 to 14 years old) who were previously diagnosed with dyslexia completed a rhyming judgment task under three presentation modality conditions. Regression analyses found that characteristic connectivity metrics of the reading network showed a presentation modality dependent relationship with reading difficulty: Children with more segregated reading networks and those that used fewer of the available connections were those with the least severe reading difficulty. These results are consistent with the hypothesis that a lack of coordinated processing between the neural regions involved in phonological and orthographic processing contributes towards reading difficulty.

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“…Much of this research has focused on behavioral predictors, such as performance on various standardized measures. However, researchers within the last few decades have begun to extend this work by exploring the use of language-related brain-based predictors (e.g., Lee et al, 2016;Linkersdorfer et al, 2014;McNorgan et al, 2011;Preston et al, 2016;Smith et al, 2018). A subset of this research, which has examined the use of both behavioral and neural predictors, has shown that both functional-and structural-based neural measures explain unique variance in reading growth over that of purely behavioral measures (e.g., Bach et al, 2013;Hoeft et al, 2007;Hoeft et al, 2011;Maurer et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

Yamasaki¹,

McGregor²,

Booth³

2019

Preprint

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According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills from 5-to-8 years old. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model, (2) measures of semantic and phonological neural specialization, (3) performance on semantic and phonological behavioral tasks, or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills predict growth in reading. However, results from the exploratory analyses, which included a larger sample, focused exclusively on the phonological predictors, and investigated relative growth in reading, demonstrated strong evidence that variability in phonological processing is predictive of growth in word reading skills. Specifically, the best fitting model included both measures of phonological neural specialization within the posterior superior temporal gyrus and performance on a phonological behavioral task. This work provides important preliminary evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

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Longitudinal Task-Related Functional Connectivity Changes Predict Reading Development

Cited by 20 publications

References 48 publications

Brain dynamics of (a)typical reading development—a review of longitudinal studies

Brain dynamics of (a)typical reading development—a review of longitudinal studies

Dyslexia on a continuum: A complex network approach

Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

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