Familial History of Reading Difficulty Is Associated with Diffused Bilateral Brain Activation during Reading and Greater Association with Visual Attention Abilities

Autor/in	Horowitz-Kraus, Tzipi
Titel	Familial History of Reading Difficulty Is Associated with Diffused Bilateral Brain Activation during Reading and Greater Association with Visual Attention Abilities
Quelle	In: Annals of Dyslexia, 67 (2017) 3, S.281-298 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-017-0144-8
Schlagwörter	Dyslexia; Reading Difficulties; Executive Function; Brain; Visual Perception; Attention; Children; Family Environment; Diagnostic Tests; Scores; Early Intervention + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Gehirn; Visuelle Wahrnehmung; Aufmerksamkeit; Child; Kind; Kinder; Familienmilieu; Diagnostic test; Diagnostischer Test
Abstract	Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children with RD using a functional MRI reading task. Seventy-one children with RD participated in the study. Based on parental reports of the existence of RD in one or both of each child's parents, children with RD were divided into two groups: (1) those with a familial history of RD and (2) those without a familial history of RD. Reading and visual attention measures were collected from all participants. Functional MRI data during word reading was acquired in 30 participants of the entire cohort. Children with or without a familial history of RD demonstrated below-average reading and visual attention scores, with greater interaction between these measures in the group with a familial history of RD. Greater bilateral and diffused activation during word reading also were found in this group. We suggest that a familial history of RD is related to greater association between lower reading abilities and visual attention abilities. Parental history of RD therefore may be an important preschool screener (before reading age) to prompt early intervention focused on executive functions and reading-related skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01