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Modeling differences in neurodevelopmental maturity of the reading network using support vector regression on

Oliver H M Lasnick1, Jie Luo2, Brianna Kinnie2

  • 1University of Connecticut, Storrs-Mansfield, CT 06269, USA; Stanford University School of Medicine, Stanford, CA 94305, USA.

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|April 1, 2026
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Summary
This summary is machine-generated.

Brain network maturity in children with reading disorder (RD) was assessed using functional connectivity (FC) and age prediction models. Results suggest FC networks reflect developmental variations linked to reading ability, though individual differences are significant.

Keywords:
Brain-ageDyslexiaMaturationSupport vector regression (SVR)

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Area of Science:

  • Neuroscience
  • Developmental Neuroscience
  • Cognitive Neuroscience

Background:

  • Neurodevelopmental disorders, such as reading disorder (RD), may involve atypical brain network maturation.
  • Functional connectivity (FC) patterns change with age, offering insights into brain development.

Purpose of the Study:

  • To investigate the relationship between reading disorder (RD) and the maturation of functional brain connectivity (FC) in children and adolescents.
  • To determine if brain-age gap, predicted from FC, differs between individuals with and without RD.

Main Methods:

  • A cross-sectional study of 742 participants aged 6-21 years.
  • Support vector regression models trained to predict chronological age from whole-brain and reading network FC data.
  • Comparison of brain-age gap between individuals with RD and controls.

Main Results:

  • The most influential FC regions for age prediction were in the default mode and frontoparietal control networks.
  • The whole-brain model suggested individuals with RD had a larger brain-age gap than controls.
  • Post-hoc analyses indicated a trend towards age overestimation in advanced readers, particularly older ones.

Conclusions:

  • Functional connectivity networks appear sensitive to developmental variations associated with reading ability.
  • While RD may be linked to atypical brain maturation reflected in FC, significant individual variability exists.
  • Further research is needed to fully understand the complex interplay between brain development, reading ability, and FC patterns.