Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention
Name
Romeo_etal_2017_FinalAuthorDraft.pdf
Description
Final Author Draft
Size
66.56 MB
Format
Adobe PDF
Checksum (MD5)
354adb1d23d18ac870608feb79ae875d
Author(s)
Hook, Pamela E.
Romeo, Rachel Rene
Christodoulou, Joanna
Halverson, Kelly
Murtagh, Jack
Cyr, Abigail
Schimmel, Carly
Chang, Patricia P
Gabrieli, John D. E.
Date Issued
June 2017
Journal
Cerebral Cortex
Publisher
Oxford University Press
Citation
Romeo, Rachel R. et al. “Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention.” Cerebral Cortex (June 2017): 1–16 © 2017 The Authors
Version
Author's final manuscript
Abstract
Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. In total, 65 children with RD (ages 6–9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions—especially in left pars opercularis. Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared with treatment nonresponders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and nonresponder groups exhibited developmentally typical, nonsignificant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.
MIT Department
Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
McGovern Institute for Brain Research at MIT
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Creative Commons Attribution-Noncommercial-Share Alike
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DOI of Published Version
https://doi.org/10.1093/cercor/bhx131
