SES AND BRAIN ACTIVATION IN DYSLEXIC VS TYPICAL ADOLESCENT READERS

这个子项目是众多研究子项目之一

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Extant work suggests that socioeconomic status (SES) is a robust predictor of reading ability, with higher SES related to greater reading proficiency. One study that examined the relationship between SES and reading-related brain activation suggests that SES modulates the relationship between phonological skills and brain activation in young children with various reading ability (Noble et al. Dev Sci 2006). Specific Aims: To extend this finding and examine the association between SES and brain activation during phonological processing independently in adolescents with and without dyslexia. Methods: Participants were 33 healthy, right-handed, English-speaking adolescents (12 males; 19 dyslexic). A composite SES score was calculated for each group independently through exploratory factor analysis of three scores (parental education, occupation, and family income). During fMRI, participants performed a real-word rhyme judgment task. Simple correlations between brain activation and SES were conducted using statistical parametric mapping (SPM2) (p-value=.005, extent threshold=10).