White matter correlates of reading subskills in children with and without reading disability

Alexandra M Cross; Jessica M Lammert; Lien Peters; Jan C Frijters; Daniel Ansari; Karen A Steinbach; Maureen W Lovett; Lisa M D Archibald; Marc F Joanisse

doi:10.1016/j.bandl.2023.105270

White matter correlates of reading subskills in children with and without reading disability

Brain Lang. 2023 Jun:241:105270. doi: 10.1016/j.bandl.2023.105270. Epub 2023 May 2.

Authors

Alexandra M Cross¹, Jessica M Lammert², Lien Peters², Jan C Frijters³, Daniel Ansari², Karen A Steinbach⁴, Maureen W Lovett⁵, Lisa M D Archibald⁶, Marc F Joanisse⁷

Affiliations

¹ Brain and Mind Institute, The University of Western Ontario, London, Canada; Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada; School of Communication Sciences and Disorders, University of Western Ontario, London, Canada. Electronic address: across22@uwo.ca.
² Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada.
³ Child and Youth Studies, Brock University, St. Catharines, Canada.
⁴ The Hospital for Sick Children (SickKids), Toronto, Canada.
⁵ The Hospital for Sick Children (SickKids), Toronto, Canada; Paediatrics and Medical Sciences, University of Toronto, Toronto, Canada.
⁶ Brain and Mind Institute, The University of Western Ontario, London, Canada; Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada; School of Communication Sciences and Disorders, University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada.
⁷ Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada; Haskins Laboratories, New Haven CT, USA.

PMID: 37141728
DOI: 10.1016/j.bandl.2023.105270

Abstract

Individual differences in reading ability are associated with characteristics of white matter microstructure in the brain. However, previous studies have largely measured reading as a single construct, resulting in difficulty characterizing the role of structural connectivity in discrete subskills of reading. The present study used diffusion tensor imaging to examine how white matter microstructure, measured by fractional anisotropy (FA), relates to individual differences in reading subskills in children aged 8 to 14 (n = 65). Findings showed positive correlations between FA of the left arcuate fasciculus and measures of single word reading and rapid naming abilities. Negative correlations were observed between FA of the right inferior longitudinal fasciculus and bilateral uncinate fasciculi, and reading subskills, particularly reading comprehension. The results suggest that although reading subskills rely to some extent on shared tracts, there are also distinct characteristics of white matter microstructure supporting different components of reading ability in children.

Keywords: Diffusion tensor imaging; Fractional anisotropy; Reading ability; Reading development; Reading disability; White matter.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Anisotropy
Blindness
Brain / diagnostic imaging
Child
Comprehension
Diffusion Tensor Imaging / methods
Dyslexia* / diagnostic imaging
Humans
White Matter* / diagnostic imaging