Socioeconomic dissociations in the neural and cognitive bases of reading disorders.
Socioeconomic dissociations in the neural and cognitive bases of reading disorders.
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DOI：
10.1016/j.dcn.2022.101175
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发表时间：
2022-12
影响因子：
4.7
通讯作者：
Christodoulou, Joanna A.
中科院分区：
文献类型：
--
作者：
Romeo, Rachel R.;Perrachione, Tyler K.;Olson, Halie A.;Halverson, Kelly K.;Gabrieli, John D. E.;Christodoulou, Joanna A.
关键词：
儿童社会经济地位（SES）强烈预测了阅读发展的差异，但尚不清楚早期环境是否也会调节阅读障碍（RD）的认知和神经生物学基础，如阅读障碍，这是最普遍的学习障碍。6 - 9岁儿童（n = 155，其中一半患有RD）完成了涉及语音和正字法加工的行为和功能磁共振成像（fMRI）任务，显示了相应的神经认知缺陷的双重解离。在SES谱的高端，发音障碍的最有力解释是语音技能的差异以及语音加工过程中左侧额下和颞顶区域的相应激活，这被广泛认为是发音障碍的“核心缺陷”。然而，在SES谱的低端，发音障碍的最有力解释是快速命名技能的差异以及正字法加工过程中左侧颞顶和梭状回区域的相应激活。研究结果表明，儿童早期环境系统地调节了RD的神经认知系统，这对减少RD结果的SES差异的评估和治疗方法具有重要意义。此外，研究结果表明，对高ses便利样本的依赖可能掩盖了典型和无序阅读发展基础的关键异质性。社会经济地位对阅读障碍的解释起调节作用。高社会经济地位儿童的发音障碍最好的解释是语音技能的降低。这些儿童在语音处理脑区表现出活性降低。相反，低社会经济地位儿童的RD最好的解释是快速命名能力的降低。这些儿童的正字法处理大脑区域的活动减少。
Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6–9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and corresponding activation in left inferior frontal and temporoparietal regions during phonological processing—widely considered the “core deficit” of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children’s early environments systematically moderate the neurocognitive systems underlying RD, which has implications for assessment and treatment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development. Socioeconomic status (SES) moderates which deficits explain reading disorders (RDs). RD in higher-SES children is best explained by reduced phonological skills. These children exhibit reduced activation in phonological processing brain regions. Instead, RD in lower-SES children is best explained by reduced rapid naming skills. These children exhibit reduced activation in orthographic processing brain regions.
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影响因子：
3.5
作者：
Gorgolewski K;Burns CD;Madison C;Clark D;Halchenko YO;Waskom ML;Ghosh SS
通讯作者：
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作者：
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作者：
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通讯作者：
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