Examining the Relationship between Home Literacy Environment and Neural Correlates of Phonological Processing in Beginning Readers with and without a Familial Risk for Dyslexia: An fMRI Study

Autor/inn/en	Powers, Sara J.; Wang, Yingying; Beach, Sara D.; Sideridis, Georgios D.; Gaab, Nadine
Titel	Examining the Relationship between Home Literacy Environment and Neural Correlates of Phonological Processing in Beginning Readers with and without a Familial Risk for Dyslexia: An fMRI Study
Quelle	In: Annals of Dyslexia, 66 (2016) 3, S.337-360 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-016-0134-2
Schlagwörter	Correlation; Family Environment; At Risk Persons; Dyslexia; Brain Hemisphere Functions; Socioeconomic Status; Phonology; Cognitive Processes; Genetics; Family Literacy; Environmental Influences; Comparative Analysis; Intervention; Reading Skills; Reading Instruction; Educational Practices; Language Processing + Suchen Sie Ihr Suchwort? Korrelation; Familienmilieu; Risikogruppe; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Socio-economic status; Sozioökonomischer Status; Fonologie; Cognitive process; Kognitiver Prozess; Humangenetik; Environmental influence; Umwelteinfluss; Reading skill; Lesefertigkeit; Leseunterricht; Bildungspraxis; Sprachverarbeitung
Abstract	Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy environment (HLE) and neural correlates of reading has been identified in typically developing children, yet it remains unclear whether similar effects are observable in children with a genetic predisposition for dyslexia. Understanding environmental contributions is important given that we do not understand why some genetically at-risk children do not develop dyslexia. Here, we investigate for the first time the relationship between HLE and the neural correlates of phonological processing in beginning readers with (FHD+, n = 29) and without (FHD-, n = 21) a family history of developmental dyslexia. We further controlled for socioeconomic status to isolate the neurobiological mechanism by which HLE affects reading development. Group differences revealed stronger correlation of HLE with brain activation in the left inferior/middle frontal and right fusiform gyri in FHD- compared to FHD+ children, suggesting greater impact of HLE on manipulation of phonological codes and recruitment of orthographic representations in typically developing children. In contrast, activation in the right precentral gyrus showed a significantly stronger correlation with HLE in FHD+ compared to FHD- children, suggesting emerging compensatory networks in genetically at-risk children. Overall, our results suggest that genetic predisposition for dyslexia alters contributions of HLE to early reading skills before formal reading instruction, which has important implications for educational practice and intervention models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01