Brain activity in struggling readers before intervention relates to future reading gains.
Development
Executive control
Intervention
Reading comprehension
fMRI
Journal
Cortex; a journal devoted to the study of the nervous system and behavior
ISSN: 1973-8102
Titre abrégé: Cortex
Pays: Italy
ID NLM: 0100725
Informations de publication
Date de publication:
02 2019
02 2019
Historique:
received:
22
01
2018
revised:
25
07
2018
accepted:
07
11
2018
pubmed:
18
12
2018
medline:
31
3
2020
entrez:
18
12
2018
Statut:
ppublish
Résumé
Neural markers for reading-related changes in response to intervention could inform intervention plans by serving as a potential index of the malleability of the reading network in struggling readers. Of particular interest is the role of brain activation outside the reading network, especially in executive control networks important for reading comprehension. However, it is unclear whether any intervention-related executive control changes in the brain are specific to reading tasks or reflect more domain general changes. Brain changes associated with reading gains over time were compared for a sentence comprehension task as well as for a non-lexical executive control task (a behavioral inhibition task) in upper-elementary struggling readers, and in grade-matched non-struggling readers. Functional MRI scans were conducted before and after 16 weeks of reading intervention. Participants were grouped as improvers and non-improvers based on the consistency and size of post-intervention gains across multiple post-test measures. Engagement of the right fusiform during the reading task, both before and after intervention, was related to gains from remediation. Additionally, pre-intervention activation in regions that are part of the default-mode network (precuneus) and the fronto-parietal network (right posterior middle temporal gyrus) separated improvers and non-improvers from non-struggling readers. None of these differences were observed during the non-lexical inhibitory control task, indicating that the brain changes seen related to intervention outcome in struggling readers were specific to the reading process.
Identifiants
pubmed: 30557815
pii: S0010-9452(18)30381-2
doi: 10.1016/j.cortex.2018.11.009
pmc: PMC6420828
mid: NIHMS1516770
pii:
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Langues
eng
Sous-ensembles de citation
IM
Pagination
286-302Subventions
Organisme : NICHD NIH HHS
ID : P50 HD052117
Pays : United States
Informations de copyright
Copyright © 2018 Elsevier Ltd. All rights reserved.
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