Maternal education as an environmental factor related to reading in children with reading difficulties: A functional magnetic resonance imaging study.
Maternal education as an environmental factor related to reading in children with reading difficulties: A functional magnetic resonance imaging study.
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母亲教育作为与阅读困难儿童阅读相关的环境因素：一项功能性磁共振成像研究。
DOI：
10.1002/dys.1744
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Horowitz-Kraus,Tzipi
中科院分区：
文献类型：
--
作者：
Greenwood,Paige;Hutton,John;Dudley,Jonathan;DiFrancesco,Mark;Farah,Rola;Altaye,Mekibib;Horowitz-Kraus,Tzipi
扩展的简单阅读观（SVR）模型认为，词汇解码、语言理解和执行功能是阅读理解的必要条件。阅读困难（RD）儿童通常在扩展SVR模型中建立的阅读的关键组成部分中存在缺陷，并且阅读相关区域的脑功能发生改变。母亲教育可以为儿童提供有利的教育机会或资源，支持阅读的获得。本研究的主要目的是研究的贡献，母亲的教育行为和神经生物学相关的扩展SVR模型。72名8至12岁的RD和典型阅读者（TR）儿童完成了阅读、行为和功能性磁共振成像故事听任务，以确定与母亲教育相关的接受性语言网络与整个大脑的功能连接。较高的母亲教育程度与更好的词汇在儿童与RD和积极的功能连接之间的接受性语言网络和区域与视觉处理在儿童与RD与TR。这些数据表明，母亲的教育支持理解口头语言的能力和参与的神经网络，支持想象力/可视化的儿童与RD。
The expanded simple view of reading (SVR) model suggests that word decoding, language comprehension and executive functions are necessary for reading comprehension. Children with reading difficulties (RDs) often have deficits in critical components of reading established in the expanded SVR model and alterations in brain function of reading‐related regions. Maternal education could provide children with advantageous educational opportunities or resources that support reading acquisition. The primary goal of this study was to examine the contributions of maternal education to the behavioural and neurobiological correlates of the expanded SVR model. Seventy‐two 8‐ to 12‐year‐old children with RDs and typical readers (TRs) completed reading, behavioural and an functional magnetic resonance imaging stories‐listening task to determine the functional connectivity of the receptive language network to the whole brain in association with maternal education. Higher maternal education was associated with better vocabulary in children with RDs and positive functional connectivity between the receptive language network and regions related to visual processing in children with RDs versus TRs. These data suggest that maternal education supports the ability to comprehend oral language and engagement of neural networks that support imagination/visualization in children with RDs.
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