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Related Experiment Video

Updated: May 4, 2026

Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Reading skill and structural brain development.

Suzanne M Houston¹, Catherine Lebel, Tami Katzir

¹aDepartment of Pediatrics, Children's Hospital Los Angeles bDepartment of Radiology and Alberta Children's Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada cKeck School of Medicine dDepartment of Psychology, University of Southern California, Los Angeles, California, USA eDepartment of Learning Disabilities, University of Haifa, Haifa, Israel.

|January 11, 2014

Summary

This summary is machine-generated.

Children who are better readers show distinct brain development in key reading regions. This suggests reading experience influences brain maturation, potentially aiding targeted reading interventions.

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Last Updated: May 4, 2026

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Published on: July 1, 2015

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

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Published on: June 30, 2020

Area of Science:

Neuroscience
Developmental Psychology
Cognitive Science

Background:

Reading is a complex learned skill influenced by brain development and experience.
While brain regions for skilled reading are known, structural changes during reading acquisition are not well understood.

Purpose of the Study:

To investigate maturational volume changes in brain reading regions.
To associate these structural changes with reading performance in children.

Main Methods:

Longitudinal MRI scans of 16 typically developing children (ages 5-15).
Measurement of volume changes in five bilateral cortical regions of interest over approximately 2 years.
Assessment of relationships between volume changes and reading measures (word reading, fluency, rapid naming).

Main Results:

A decrease in left inferior parietal cortex volume correlated with better baseline word reading, fluency, and rapid naming.
A decrease in left inferior frontal region volume correlated with better baseline rapid naming performance.
These associations were independent of age and overall gray matter volume change.

Conclusions:

Children with superior reading skills exhibit different developmental trajectories in specific brain regions.
Reading experience may influence brain maturation, impacting reading development.
Understanding these relationships can inform the development of targeted reading interventions.