Pre-reading language abilities and the brain's functional reading network in young children

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dc.contributor.authorBenischek, Alina
dc.contributor.authorLong, Xiangyu
dc.contributor.authorRohr, Christiane S
dc.contributor.authorBray, Signe
dc.contributor.authorDewey, Deborah
dc.contributor.authorLebel, Catherine
dc.date.accessioned2022-06-10T16:58:33Z
dc.date.available2022-06-10T16:58:33Z
dc.date.issued2020-08-15
dc.description.abstractEarly childhood is an important period for language development that lays the foundation for future reading abilities. However, little research has focused on the functional brain systems supporting pre-reading language abilities in typically developing children. Here, we investigated functional connectivity using passive viewing functional magnetic resonance imaging (fMRI) in 50 healthy children aged 2.85-5.07 years (3.84 ​± ​0.60 years, 22 female/28 male). Children completed the NEPSY-II Phonological Processing and Speeded Naming subtests and underwent fMRI while watching a movie of their choice. Functional connectivity was measured between key brain reading areas (bilateral angular gyrus, superior temporal gyrus, and inferior frontal gyrus) and the rest of the brain. Age-adjusted pre-reading scores positively correlated with functional connectivity between (1) the right angular gyrus and superior temporal gyrus, (2) the bilateral angular gyri and right pars triangularis and motor areas, (3) the left superior temporal gyrus and bilateral medial frontal gyrus and right cerebellum, (4) the left pars triangularis and middle occipital gyrus and insula, and (5) the right pars triangularis and the bilateral thalamus. Higher pre-reading scores were associated with stronger negative functional connectivity between (1) the left angular gyrus and auditory cortex, (2) the left superior temporal gyrus and occipital vision areas, (3) the right pars triangularis and medial frontal region, and (4) the right superior temporal gyrus and the posterior cingulate/precuneus. These results suggest better integration of the reading network, as well as its connections with other brain areas that support language or reading, and more dissociation between reading areas and the default mode network, in young children with better pre-reading skills. Our findings show that relationships between functional connectivity and pre-reading language skills are evident in young children even before formal reading instruction.en_US
dc.description.grantingagencyCanadian Institutes of Health Research (CIHR)en_US
dc.identifier.citationBenischek, A., Long, X., Rohr, C. S., Bray, S., Dewey, D., & Lebel, C. (2020). Pre-reading language abilities and the brain’s functional reading network in young children. NeuroImage, 217, 116903.en_US
dc.identifier.doihttp://dx.doi.org/10.1016/j.neuroimage.2020.116903en_US
dc.identifier.urihttp://hdl.handle.net/1880/114719
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.publisher.facultyCumming School of Medicineen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://www.elsevier.com/about/policies/sharingen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectPreschoolen_US
dc.subjectEarly childhooden_US
dc.subjectlanguageen_US
dc.subjectfunctional connectivityen_US
dc.subjectfMRIen_US
dc.subjectreadingen_US
dc.subjectDefault mode networken_US
dc.subjectSpeeded namingen_US
dc.subjectPhonological processingen_US
dc.titlePre-reading language abilities and the brain's functional reading network in young childrenen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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