Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties.
Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties.
复制标题
DOI：
10.1016/j.nicl.2015.06.010
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Holland SK
中科院分区：
文献类型：
--
作者：
Horowitz-Kraus T;DiFrancesco M;Kay B;Wang Y;Holland SK
阅读加速计划是一个计算机化的阅读训练计划，它增加了与阅读相关的神经回路的激活。我们研究了训练对训练后休息期间与视觉处理、执行功能、注意力、记忆和语言相关的独立组件之间的功能连接的影响。8-12岁阅读困难儿童和典型阅读者参加了研究。在训练前后进行行为测试和功能磁共振成像。使用独立成分分析方法分析成像数据。训练后，两个阅读组的单字上下文阅读和阅读理解分数都有所提高。阅读困难儿童在训练后，视觉处理成分与执行功能、注意力、记忆或语言成分之间存在更大的正相关。与训练相关的视觉和注意力组件之间的连接和视觉和执行功能组件之间的增加与增加的文字阅读和阅读理解，分别呈正相关。我们的研究结果表明，阅读加速计划对基本认知领域的影响，即使在没有正在进行的阅读任务可以检测到。干预后，阅读困难（RD）的个体阅读有改善。干预后RD中视觉和执行功能IC之间的Rsfc更大典型的读者获得较少，可能是由于他们的基线阅读水平较高。
The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8–12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task. Individuals with reading difficulty (RDs) had improved reading after intervention. Greater Rsfc between visual and executive-functions ICs in RDs after intervention Typical readers gained less, likely due to their higher baseline reading level.