Pre-reading language abilities and the brain's functional reading network in young children

Alina Benischek; Xiangyu Long; Christiane S Rohr; Signe Bray; Deborah Dewey; Catherine Lebel

doi:10.1016/j.neuroimage.2020.116903

Pre-reading language abilities and the brain's functional reading network in young children

Neuroimage. 2020 Aug 15:217:116903. doi: 10.1016/j.neuroimage.2020.116903. Epub 2020 May 7.

Authors

Alina Benischek¹, Xiangyu Long², Christiane S Rohr², Signe Bray², Deborah Dewey³, Catherine Lebel⁴

Affiliations

¹ Department of Radiology, Child and Adolescent Imaging Research (CAIR) Program, Alberta, Canada; Alberta Children's Hospital Research Institute, Alberta, Canada.
² Department of Radiology, Child and Adolescent Imaging Research (CAIR) Program, Alberta, Canada; Alberta Children's Hospital Research Institute, Alberta, Canada; Hotchkiss Brain Institute, Alberta, Canada.
³ Alberta Children's Hospital Research Institute, Alberta, Canada; Departments of Paediatrics and Community Health Sciences, University of Calgary, Alberta, Canada.
⁴ Department of Radiology, Child and Adolescent Imaging Research (CAIR) Program, Alberta, Canada; Alberta Children's Hospital Research Institute, Alberta, Canada; Hotchkiss Brain Institute, Alberta, Canada. Electronic address: clebel@ucalgary.ca.

PMID: 32389725
DOI: 10.1016/j.neuroimage.2020.116903

Abstract

Early childhood is an important period for language development that lays the foundation for future reading abilities. However, little research has focused on the functional brain systems supporting pre-reading language abilities in typically developing children. Here, we investigated functional connectivity using passive viewing functional magnetic resonance imaging (fMRI) in 50 healthy children aged 2.85-5.07 years (3.84 ± 0.60 years, 22 female/28 male). Children completed the NEPSY-II Phonological Processing and Speeded Naming subtests and underwent fMRI while watching a movie of their choice. Functional connectivity was measured between key brain reading areas (bilateral angular gyrus, superior temporal gyrus, and inferior frontal gyrus) and the rest of the brain. Age-adjusted pre-reading scores positively correlated with functional connectivity between (1) the right angular gyrus and superior temporal gyrus, (2) the bilateral angular gyri and right pars triangularis and motor areas, (3) the left superior temporal gyrus and bilateral medial frontal gyrus and right cerebellum, (4) the left pars triangularis and middle occipital gyrus and insula, and (5) the right pars triangularis and the bilateral thalamus. Higher pre-reading scores were associated with stronger negative functional connectivity between (1) the left angular gyrus and auditory cortex, (2) the left superior temporal gyrus and occipital vision areas, (3) the right pars triangularis and medial frontal region, and (4) the right superior temporal gyrus and the posterior cingulate/precuneus. These results suggest better integration of the reading network, as well as its connections with other brain areas that support language or reading, and more dissociation between reading areas and the default mode network, in young children with better pre-reading skills. Our findings show that relationships between functional connectivity and pre-reading language skills are evident in young children even before formal reading instruction.

Keywords: Default mode network; Early childhood; Functional connectivity; Language; Phonological processing; Preschool; Reading; Speeded naming; fMRI.

Publication types

Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't

MeSH terms

Brain Mapping
Cerebral Cortex / diagnostic imaging
Cerebral Cortex / physiology
Child
Child, Preschool
Female
Functional Laterality
Humans
Language Tests
Language*
Magnetic Resonance Imaging
Male
Nerve Net / diagnostic imaging
Nerve Net / physiology*
Neuropsychological Tests
Psychomotor Performance
Reading*

Abstract

Publication types

MeSH terms

Grants and funding