具有阅读障碍认知风险的预读者的皮质结构:基线差异和干预反应

IF 3.6 Q1 LINGUISTICS
Maria Economou, Femke Vanden Bempt, Shauni Van Herck, Toivo Glatz, Jan Wouters, Pol Ghesquière, Jolijn Vanderauwera, Maaike Vandermosten
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引用次数: 1

摘要

幼儿期是大脑结构发育的关键时期,也是识别和纠正阅读困难的重要窗口期。最近的研究支持早在幼儿园或一年级的高危人群中实施干预措施,但这些干预措施后的神经认知机制仍未得到充分研究。为了解决这个问题,我们通过解剖MRI研究了在12周片剂干预前后的皮质结构:(1)接受语音训练的高危儿童(n = 29;N = 16个完整的前后数据集),(2)参与主动控制训练的高危儿童(N = 24;N = 15完整的前后数据集)和(3)典型发育儿童(N = 25;N = 14个完整的前后数据集)未接受干预。在基线上,我们发现,与正常发育的同龄人相比,高危儿童的右侧边缘上回表面积更高,这进一步证明了早期解剖差异存在于后来可能发展为阅读障碍的儿童中。我们的纵向分析显示,干预后左侧边缘上回明显增厚,只出现在干预组,而不出现在积极对照组或典型对照组。总之,这项研究为我们理解与阅读障碍认知风险和早期干预反应相关的大脑形态学提供了新的知识,这反过来又提出了关于早期解剖学和可塑性如何塑造长期读写能力发展轨迹的新问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cortical structure in pre-readers at cognitive risk for dyslexia: Baseline differences and response to intervention
Abstract Early childhood is a critical period for structural brain development as well as an important window for the identification and remediation of reading difficulties. Recent research supports the implementation of interventions in at-risk populations as early as kindergarten or first grade, yet the neurocognitive mechanisms following such interventions remain understudied. To address this, we investigated cortical structure by means of anatomical MRI before and after a 12-week tablet-based intervention in: (1) at-risk children receiving phonics-based training (n = 29; n = 16 complete pre-post datasets), (2) at-risk children engaging with active control training (n = 24; n = 15 complete pre-post datasets) and (3) typically developing children (n = 25; n = 14 complete pre-post datasets) receiving no intervention. At baseline, we found higher surface area of the right supramarginal gyrus in at-risk children compared to typically developing peers, extending previous evidence that early anatomical differences exist in children who may later develop dyslexia. Our longitudinal analysis revealed significant post-intervention thickening of the left supramarginal gyrus, present exclusively in the intervention group but not the active control or typical control groups. Altogether, this study contributes new knowledge to our understanding of the brain morphology associated with cognitive risk for dyslexia and response to early intervention, which in turn raises new questions on how early anatomy and plasticity may shape the trajectories of long-term literacy development.
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来源期刊
Neurobiology of Language
Neurobiology of Language Social Sciences-Linguistics and Language
CiteScore
5.90
自引率
6.20%
发文量
32
审稿时长
17 weeks
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