Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI. (June 2019)

• Record Type: Journal Article
• Authors: Wang, Kai; Leopold, Daniel R.; Banich, Marie T.; Reineberg, Andrew E.; Willcutt, Erik G.; Cutting, Laurie E.; Del Tufo, Stephanie N.; Thompson, Lee A.; Opfer, John; Kanayet, Frank J.; Lu, Zhong-Lin; Petrill, Stephen A.
• Is Part Of: Developmental cognitive neuroscience. Volume 37(2019)
• Publication Date: 2019-06
• Subjects: Executive Function -- Reading -- Frontal eye field -- fMRI -- Individual differences; Cognitive neuroscience -- Periodicals; Developmental neurobiology -- Periodicals; Neuropsychology -- Periodicals; Neuropsychiatry -- Periodicals; 612.8233
• DOI: 10.1016/j.dcn.2019.100647
• Languages: English
• ISSNs: 1878-9293

Abstract

Abstract: To better characterize the neural correlates of the full spectrum of reading ability, this fMRI study examined how variations in reading ability correlate with task-based brain activity during reading among a large community sample of adolescents ( N = 234). In addition, complimentary approaches taking advantage of empirical as well as independent meta-analytic information were employed to isolate neural substrates of domain-general executive processes that are predictive of reading ability. Age-related differences in brain activity were also examined. Better reading was associated with increased activation in left anterior and inferior temporal regions and parts of orbitofrontal cortex, along with reduced activation in the thalamus and left frontal eye field (FEF). Converging evidence suggests that FEF activity corresponds to executive processes during reading. In contrast, activity in temporal regions is likely to reflect cognitive processes specific to reading. Older adolescents also demonstrated increased activation in an orbitofrontal region that overlaps with the aforementioned age-independent, reading-related regions, along with reduced activity in parietal and occipital regions. These results suggest that comparedto poor readers, proficient readers benefit from efficient reading-specific processes and require less executive effort, implemented via the FEF, during a reading comprehension task.