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Related Experiment Video

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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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Gray Matter Structure Is Associated with Reading Skill in Typically Developing Young Readers.

Meaghan V Perdue^1,2, Joshua Mednick¹, Kenneth R Pugh^1,2

¹University of Connecticut, 406 Babbidge Road, Unit 1020, Storrs, CT, 06269, USA.

Cerebral Cortex (New York, N.Y. : 1991)

|June 4, 2020

Summary

Thicker left superior temporal cortex in children is linked to better reading skills. This finding explores brain structure

Keywords:

children cortical surface area cortical thickness individual differences neuroimaging reading

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Area of Science:

Neuroscience
Developmental Psychology
Cognitive Science

Background:

Previous research linked reduced brain activation and gray matter volume to reading disability.
Studies often focus on gray matter volume, not specific structural properties like surface area or thickness.
Individual differences in reading skills and cortical structure in typically developing children are underexplored.

Purpose of the Study:

To investigate associations between distinct surface-based properties of cortical structure and reading-related skills.
To examine individual differences in reading in typically developing children.
To differentiate the contributions of cortical surface area and thickness to reading ability.

Main Methods:

Employed a continuous analytic approach using surface-based vertex-wise analysis.
Correlated distinct surface-based properties of cortical structure with reading-related skills.
Utilized functional and structural magnetic resonance imaging data.

Main Results:

Cortical thickness in the left superior temporal cortex showed a positive correlation with word reading performance.
Cortical thickness in the left superior temporal cortex was also positively correlated with pseudoword reading performance.
No significant correlations were found for cortical surface area.

Conclusions:

Cortical thickness, specifically in the left superior temporal cortex, is associated with individual differences in reading skills in typically developing children.
These findings suggest that cortical thickness may play a crucial role in the neural basis of reading.
Further research can explore how these structural differences relate to brain activation patterns during reading.