Greater Functional Connectivity between Reading and Error-Detection Regions Following Training with the Reading Acceleration Program in Children with Reading Difficulties

Autor/inn/en	Horowitz-Kraus, Tzipi; Holland, Scott K.
Titel	Greater Functional Connectivity between Reading and Error-Detection Regions Following Training with the Reading Acceleration Program in Children with Reading Difficulties
Quelle	In: Annals of Dyslexia, 65 (2015) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-015-0096-9
Schlagwörter	Reading Programs; Acceleration (Education); Reading Difficulties; Reading Improvement; Reading Fluency; Children; Cognitive Processes; Executive Function; Brain Hemisphere Functions; Language Processing + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Sprachverarbeitung
Abstract	The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a functional connectivity analysis. Functional magnetic resonance imaging data were collected during a lexical decision task before and after 4 weeks of training with the program, together with reading and executive functions measures. Results indicated improvement in reading, visual attention, and speed of processing in children with RD. Following training, greater functional connectivity was observed between the left fusiform gyrus and the right anterior cingulate cortex in children with RD and between the left fusiform gyrus and the left anterior cingulate cortex in TRs. The change in functional connectivity after training was correlated with increased behavioral scores for word reading and visual attention in both groups. The results support previous findings of improved monitoring and mental lexicon after training with the Reading Acceleration Program in children with RD and TRs. The differences in laterality of the anterior cingulate cortex in children with RD and the presumable role of the cingulo-opercular control network in language processing are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01