Functional Connectivity in the Developing Language Network in 4-Year-Old Children Predicts Future Reading Ability

Autor/inn/en	Jasinska, Kaja K.; Shuai, Lan; Lau, Airey N. L.; Frost, Stephen; Landi, Nicole; Pugh, Kenneth R.
Titel	Functional Connectivity in the Developing Language Network in 4-Year-Old Children Predicts Future Reading Ability
Quelle	In: Developmental Science, 24 (2021) 2, (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jasinska, Kaja K.) ORCID (Lau, Airey N. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13041
Schlagwörter	Preschool Children; Language Skills; Cognitive Processes; Language Acquisition; Predictor Variables; Reading Ability; Speech; Brain Hemisphere Functions + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Cognitive process; Kognitiver Prozess; Sprachaneignung; Spracherwerb; Prädiktor; Reading competence; Lesekompetenz; Speaking; Sprechen
Abstract	Understanding how pre-literate children's language abilities and neural function relate to future reading ability is important for identifying children who may be at-risk for reading problems. Pre-literate children are already proficient users of spoken language and their developing brain networks for language become highly overlapping with brain networks that emerge during literacy acquisition. In the present longitudinal study, we examined language abilities, and neural activation and connectivity within the language network in pre-literate children (mean age = 4.2 years). We tested how language abilities, brain activation, and connectivity predict children's reading abilities 1 year later (mean age = 5.2 years). At Time 1, children (n = 37) participated in a functional near infrared spectroscopy (fNIRS) experiment of speech processing (listening to words and pseudowords) and completed a standardized battery of language and cognitive assessments. At Time 2, children (n = 28) completed standardized reading assessments. Using psychophysiological interaction (PPI) analyses, we observed significant connectivity between the left IFG and right STG in pre-literate children, which was modulated by task (i.e., listening to words). Neural activation in left IFG and STG and increased task-modulated connectivity between the left IFG and right STG was predictive of multiple reading outcomes. Increased connectivity was associated later with increased reading ability. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01