Altered resting functional connectivity of expressive language regions after speed reading training

A goal of interventions designed to increase reading speed is to reduce the practice of articulating words in an individual's thoughts, or subvocalization. This practice may require redundant cognitive resources, slow reading speed, and detract from efficient transfer of written words to semantic understanding. It is unclear, however, whether exercises designed to promote faster reading speed generalize to cognitive function beyond the reading task itself. To investigate this possibility, we measured resting state functional connectivity in classical language regions before and after a course of cognitive exercise designed to increase reading speed in 9 healthy adolescent female volunteers. We found significantly decreased correlation between left Broca area and right Broca homologue and between right Broca homologue and right Wernicke homologue in the resting state after the training period compared to before training. Differences in functional connectivity after training to left Broca area showed a spatial distribution reflecting decreased correlation to memory-associated brain regions and increased correlation to auditory regions, which might be consistent with a hypothesis that such training may decrease subvocalization associated with semantic memory function during the resting state.