Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills
Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills
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DOI：
10.1111/cdev.13239
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发表时间：
2020-05-01
影响因子：
4.6
通讯作者：
Noble, Kimberly G.
中科院分区：
文献类型：
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作者：
Merz, Emily C.;Maskus, Elaine A.;Noble, Kimberly G.
儿童阅读技能的社会经济差异的机制还没有得到很好的理解。本研究探讨了社会经济背景，家庭语言输入，大脑结构，和阅读技能之间的协会在5至9岁的儿童（N = 94）。采集自然主义家庭音频记录和高分辨率T1加权MRI扫描。儿童经历了更多的成人-儿童的会话转向或成人的话有更大的左大脑外侧裂周皮质表面积。语言输入介导了父母教育和左侧大脑外侧裂周皮质表面积之间的关联。语言输入与儿童的阅读技能通过左大脑外侧裂表面区域间接相关。左外侧裂周表面区域介导了父母教育和儿童阅读技能之间的关联。因此，语言经验可以部分解释支持语言的大脑结构和阅读技能的社会经济差异。
The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult-child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills.