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dc.contributor.authorOzernov-Palchik, Ola
dc.contributor.authorNorton, Elizabeth S.
dc.contributor.authorWang, Yingying
dc.contributor.authorBeach, Sara Dawley
dc.contributor.authorZuk, Jennifer
dc.contributor.authorWolf, Maryanne
dc.contributor.authorGabrieli, John D. E.
dc.contributor.authorGaab, Nadine
dc.date.accessioned2020-08-17T17:58:51Z
dc.date.available2020-08-17T17:58:51Z
dc.date.issued2018-10
dc.date.submitted2018-09
dc.identifier.issn1065-9471
dc.identifier.issn1097-0193
dc.identifier.urihttps://hdl.handle.net/1721.1/126628
dc.description.abstractReading is a learned skill crucial for educational attainment. Children from families of lower socioeconomic status (SES) tend to have poorer reading performance and this gap widens across years of schooling. Reading relies on the orchestration of multiple neural systems integrated via specific white-matter pathways, but there is limited understanding about whether these pathways relate differentially to reading performance depending on SES background. Kindergarten white-matter FA and second-grade reading outcomes were investigated in an SES-diverse sample of 125 children. The three left-hemisphere white-matter tracts most associated with reading, and their right-hemisphere homologs, were examined: arcuate fasciculus (AF), superior longitudinal fasciculus (SLF), and inferior longitudinal fasciculus (ILF). There was a significant and positive association between SES and fractional anisotropy (FA) in the bilateral ILF in kindergarten. SES moderated the association between kindergarten ILF and second grade reading performance, such that it was positive in lower-SES children, but not significant in higher-SES children. These results have implications for understanding the role of the environment in the development of the neural pathways that support reading.en_US
dc.description.sponsorshipNational Institutes of Health (Grant R01HD067312)en_US
dc.description.sponsorshipNational Institute of Child Health and Human Development (Grant R01HD067312)en_US
dc.language.isoen
dc.publisherWileyen_US
dc.relation.isversionofhttp://dx.doi.org/10.1002/hbm.24407en_US
dc.rightsCreative Commons Attribution-Noncommercial-Share Alikeen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.sourcePMCen_US
dc.titleThe relationship between socioeconomic status and white matter microstructure in pre‐reading children: A longitudinal investigationen_US
dc.typeArticleen_US
dc.identifier.citationOzernov-Palchik, Ola et al. "The relationship between socioeconomic status and white matter microstructure in pre‐reading children: A longitudinal investigation." Human Brain Mapping 40, 3 (October 2018): 741-754 © 2018 Wiley Periodicals, Incen_US
dc.contributor.departmentMassachusetts Institute of Technology. Department of Brain and Cognitive Sciencesen_US
dc.contributor.departmentMcGovern Institute for Brain Research at MITen_US
dc.relation.journalHuman Brain Mappingen_US
dc.eprint.versionAuthor's final manuscripten_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dc.date.updated2019-10-01T14:34:41Z
dspace.date.submission2019-10-01T14:34:43Z
mit.journal.volume40en_US
mit.journal.issue3en_US


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