Prediction of reading skill several years later depends on age and brain region: implications for developmental models of reading.
Prediction of reading skill several years later depends on age and brain region: implications for developmental models of reading.
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DOI：
10.1523/jneurosci.0334-11.2011
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发表时间：
2011-06-29
期刊：
影响因子：
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通讯作者：
Booth JR
中科院分区：
文献类型：
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作者：
McNorgan C;Alvarez A;Bhullar A;Gayda J;Booth JR
我们调查了大脑活动是否可以预测未来的阅读技能，如果可以，这种大脑与行为的相关性如何影响阅读的发展模型。一项纵向研究跟踪了26名正常发育的人类儿童，年龄从9 - 15岁不等，他们最初接受了阅读技能评估，并在功能磁共振成像（fMRI）期间进行了押韵判断任务。在这项任务中的大脑激活模式预测的变化之间的初始和后续评估的非文字阅读技能管理长达6年后。在阅读的成像研究中，大脑中通常活跃的区域的活动被发现可以预测未来的非文字阅读能力，但是这些区域的预测能力取决于年龄。与同龄人相比，与语音编码相关的神经回路（即额下回和基底神经节）的活动增加，预示着年幼儿童阅读流畅性的提高，而与同龄人相比，正字法处理回路（即梭状回）的活动增加，预示着年长儿童流畅性的提高。在阅读的联结模型的背景下解释，这些结果表明，年龄较小的儿童谁是更敏感的高阶音韵词的特点（例如，共同发音）可能会使阅读熟练程度提高，而年龄较大的儿童谁更注重整个词的正字法表示可能会使熟练程度提高较小。
We investigated whether brain activity was predictive of future reading skill, and if so, how this brain-behavior correlation informs developmental models of reading. A longitudinal study followed 26 normally developing human children ranging in age from 9 – 15 years who were initially assessed for reading skill and performed a rhyming judgment task during functional magnetic resonance imaging (fMRI). Patterns of brain activation in this task predicted changes between initial and a follow-up assessment of nonword reading skill administered up to 6 years later. Brain activity in areas typically active during imaging studies of reading was found to predict future nonword reading ability, however the predictive ability of these areas depended on age. Increased activity relative to peers in neural circuits associated with phonological recoding (i.e. inferior frontal gyrus and basal ganglia) was predictive of greater gains in reading fluency in younger children, whereas increased activity relative to peers in orthographic processing circuits (i.e. fusiform gyrus) was predictive of smaller gains in fluency for older children. Interpreted within the context of a connectionist model of reading, these results suggest that younger children who are more sensitive to higher-order phonological word characteristics (e.g., co-articulations) may make greater reading proficiency gains, whereas older children who focus more on whole-word orthographic representations may make smaller proficiency gains.