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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Brain structure correlates of component reading processes: implications for reading disability.

Erin Phinney1, Bruce F Pennington, Richard Olson

  • 1Department of Psychology, University of Denver, Denver, CO 80208, USA. ephinney@du.edu

Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|August 23, 2007
PubMed
Summary

Developmental dyslexia (reading disability - RD) shows varied brain structure findings. This study reveals a unique relationship between phonemic ability and total cerebral volume in good readers, not poor readers.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Radiology

Background:

  • Structural magnetic resonance imaging (MRI) studies on developmental dyslexia (reading disability - RD) report inconsistent findings regarding brain structures.
  • Methodological variations in defining RD and measuring brain structures contribute to this inconsistency.

Purpose of the Study:

  • To investigate brain volume differences related to proposed reading disability (RD) subtypes.
  • To examine the relationship between specific reading abilities (phonemic, orthographic, rapid naming) and brain structures in individuals with and without RD.

Main Methods:

  • Individual regression analyses were performed on total cerebral volume, neocortical volume, subcortical volume, 9 neocortical, and 2 subcortical structures.
  • Analyses incorporated phonemic ability (PA), orthographic ability, and rapid naming (RN) ability, controlling for total cerebral volume, age, and performance IQ (PIQ).
  • Group membership (poor vs. good reader) was included in primary analyses.

Main Results:

  • A significant interaction was found between phonemic ability (PA) and reading ability concerning total cerebral volume.
  • Poor readers did not show a relationship between PA and brain size, whereas good readers exhibited a significant positive relationship.
  • Orthographic ability correlated positively with the angular gyrus (AG), and rapid naming (RN) ability correlated negatively with the parietal operculum (PO).

Conclusions:

  • The findings challenge the notion that individuals with RD are simply at the lower end of a reading ability spectrum.
  • A distinct relationship between phonemic ability and brain size exists in good readers, suggesting a unique aspect of reading development.
  • Specific brain regions, like the angular gyrus and parietal operculum, show correlations with distinct reading abilities.