Control Engagement During Sentence and Inhibition fMRI Tasks in Children With Reading Difficulties.
Control Engagement During Sentence and Inhibition fMRI Tasks in Children With Reading Difficulties.
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DOI：
10.1093/cercor/bhy170
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发表时间：
2018-10-01
期刊：
影响因子：
--
通讯作者：
Church JA
中科院分区：
文献类型：
--
作者：
Roe MA;Martinez JE;Mumford JA;Taylor WP;Cirino PT;Fletcher JM;Juranek J;Church JA
最近的阅读研究表明，执行控制区是阅读困难者的差异点。然而，由于研究通常只采用阅读或语言任务，阅读困难儿童控制参与的偏差程度尚不清楚。本研究调查了有和没有阅读困难的三至五年级儿童在句子理解任务和非词汇抑制控制任务中阅读和执行控制脑区的激活情况。我们采用分类（基于组）和个体差异的方法来关联阅读能力和大脑活动。在句子理解过程中，阅读困难者的左后颞叶皮层的激活较少，而这一点以前在语言、语义和阅读研究中有涉及。执行控制文献中，左下顶叶区域在句子理解过程中更大的负性活动（相对于固定）与较差的阅读能力相关。在句子理解任务中，更高的理解分数与更少的背侧前扣带回活动相关。与句子任务不同，在非词汇抑制控制任务中，挣扎和非挣扎读者之间没有显著差异。因此，执行控制参与的差异在很大程度上是特定于阅读，而不是一般控制赤字的任务与阅读困难的儿童，通知未来的干预研究。
Recent reading research implicates executive control regions as sites of difference in struggling readers. However, as studies often employ only reading or language tasks, the extent of deviation in control engagement in children with reading difficulties is not known. The current study investigated activation in reading and executive control brain regions during both a sentence comprehension task and a nonlexical inhibitory control task in third–fifth grade children with and without reading difficulties. We employed both categorical (group-based) and individual difference approaches to relate reading ability to brain activity. During sentence comprehension, struggling readers had less activation in the left posterior temporal cortex, previously implicated in language, semantic, and reading research. Greater negative activity (relative to fixation) during sentence comprehension in a left inferior parietal region from the executive control literature correlated with poorer reading ability. Greater comprehension scores were associated with less dorsal anterior cingulate activity during the sentence comprehension task. Unlike the sentence task, there were no significant differences between struggling and nonstruggling readers for the nonlexical inhibitory control task. Thus, differences in executive control engagement were largely specific to reading, rather than a general control deficit across tasks in children with reading difficulties, informing future intervention research.
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