Reading skill-fractional anisotropy relationships in visuospatial tracts diverge depending on socioeconomic status

Autor:	James R. Booth, Margaret M. Gullick, Özlem Ece Demir-Lira
Rok vydání:	2016
Předmět:	Visual perception Adolescent Cognitive Neuroscience Spatial ability media_common.quotation_subject Academic achievement Article 050105 experimental psychology Lateralization of brain function Developmental psychology 03 medical and health sciences 0302 clinical medicine Reading (process) Fractional anisotropy Developmental and Educational Psychology Cluster Analysis Humans 0501 psychology and cognitive sciences Inferior longitudinal fasciculus Child Socioeconomic status media_common 05 social sciences social sciences White Matter Reading Social Class Anisotropy population characteristics Nerve Net Psychology 030217 neurology & neurosurgery
Zdroj:	Developmental Science. 19:673-685
ISSN:	1363-755X
DOI:	10.1111/desc.12428
Popis:	Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is unknown. We here investigated a potential interactive relationship between SES and real-word reading skill in the white matter in 42 typically developing children. SES was determined based on parental education; reading skill and age were not significantly related to SES. There was a significant neural interaction: Clusters in the bilateral inferior longitudinal fasciculus (ILF), left superior longitudinal fasciculus, and left corticospinal tract demonstrated interactive skill-SES relationships in fractional anisotropy. Follow-up analyses demonstrated that higher SES children showed a positive relationship between fractional anisotropy, reflecting tract coherence, and reading skill in left hemisphere tract clusters, whereas lower SES children showed a positive relationship in the right hemisphere homologues. Broadly, the ILF has been demonstrated to support orthographic skill on the left and more general visuospatial processing on the right, so high reading achievement in lower SES children may rely on supplementary visuospatial processing more than for higher SES readers. This pattern is consistent with previous work reporting low SES children's environments to include less rich verbal experience, which may lead them to disproportionately draw on visuospatial skills for success. Further, these results indicate that group SES differences may be best described by an adaptive, not a deficit, model.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::732eade2d8f5534fb8cc45c33fdb05b1 https://doi.org/10.1111/desc.12428 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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