Neural Correlates of Oral Word Reading, Silent Reading Comprehension, and Cognitive Subcomponents

Autor/inn/en	Xia, Zhichao; Zhang, Linjun; Hoeft, Fumiko; Gu, Bin; Gong, Gaolang; Shu, Hua
Titel	Neural Correlates of Oral Word Reading, Silent Reading Comprehension, and Cognitive Subcomponents
Quelle	In: International Journal of Behavioral Development, 42 (2018) 3, S.342-356 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025417727872
Schlagwörter	Oral Reading; Reading Skills; Neurological Organization; Anatomy; Brain; Reading Fluency; Word Recognition; Sentences; Reading Comprehension; Chinese; Children; Preadolescents; Correlation; Brain Hemisphere Functions; Individual Differences; Elementary School Students; Grade 5; Grade 6; Reading Tests; Tone Languages; Phonological Awareness; Orthographic Symbols; Morphology (Languages); Semantics; Statistical Analysis; Intelligence Tests; Foreign Countries; China (Beijing); Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Anatomie; Gehirn; Worterkennung; Sentence analysis; Satzanalyse; Leseverstehen; China; Chinesen; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Korrelation; Individueller Unterschied; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lesetest; Tonsprache; Morphology; Morphologie; Semantik; Statistische Analyse; Intelligence test; Intelligenztest; Ausland
Abstract	The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children (N = 21; 12 females and 9 males; age range 10.7-12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children's performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children's phonetic representation, phonological awareness, and orthography-phonology mapping skills, respectively. By contrast, children's performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography-semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01