Socioeconomic dissociations in the neural and cognitive bases of reading disorders

Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6-9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and cor-responding activation in left inferior frontal and temporoparietal regions during phonological proc-essing-widely considered the core deficit of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children's early environments system-atically moderate the neurocognitive systems underlying RD, which has implications for assessment and treat-ment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development.

Automated summary

Childhood socioeconomic status strongly predicts disparities in reading development, and it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders. The study found that different socioeconomic statuses have different moderating effects on the neurocognitive systems underlying reading disorders.