Journal
CEREBRAL CORTEX
Volume 30, Issue 10, Pages 5449-5459Publisher
OXFORD UNIV PRESS INC
DOI: 10.1093/cercor/bhaa126
Keywords
children; individual differences; neuroimaging; cortical surface area; cortical thickness; reading
Categories
Funding
- National Institutes of Health [P01 HD001994-46, NIH P50HD052120-11]
- National Science Foundation [DGE-1144399, DGE-1747453]
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Research using functional and structural magnetic resonance imaging has identified areas of reduced brain activation and gray matter volume in children and adults with reading disability, but associations between cortical structure and individual differences in reading in typically developing children remain underexplored. Furthermore, the majority of research linking gray matter structure to reading ability quantifies gray matter in terms of volume, and cannot specify unique contributions of cortical surface area and thickness to these relationships. Here, we applied a continuous analytic approach to investigate associations between distinct surface-based properties of cortical structure and individual differences in reading-related skills in a sample of typically developing young children. Correlations between cortical structure and reading-related skills were conducted using a surface-based vertex-wise approach. Cortical thickness in the left superior temporal cortex was positively correlated with word and pseudoword reading performance. The observed positive correlation between cortical thickness in the left superior temporal cortex and reading may have implications for the patterns of brain activation that support reading.
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