Brain Anatomy, Processing Speed, and Reading in School-Age Children

被引：6
|
作者：
Leonard, Christiana M. [1 ]
Low, Pauline [2 ]
Jonczak, Emily E. [1 ]
Schmutz, Kaitlyn M. [1 ]
Siegel, Linda S. [2 ]
Beaulieu, Christian [3 ]
机构：
[1] Univ Florida, Dept Neurosci, McKnight Brain Inst, Gainesville, FL 32610 USA
[2] Univ British Columbia, Dept Educ & Counseling Psychol & Special Educ, Vancouver, BC V5Z 1M9, Canada
[3] Univ Alberta, Dept Biomed Engn, Edmonton, AB, Canada
来源：
DEVELOPMENTAL NEUROPSYCHOLOGY | 2011年 / 36卷 / 07期
基金：
加拿大自然科学与工程研究理事会;
关键词：
WHITE-MATTER; DEVELOPMENTAL DYSLEXIA; RISK-FACTORS; INDIVIDUAL-DIFFERENCES; LEARNING-DISABILITIES; ORAL LANGUAGE; ABILITY; ASYMMETRY; DEFICIT; MICROSTRUCTURE;
D O I：
10.1080/87565641.2011.606398
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
This study was conducted to verify, prospectively, the ability of an anatomical risk index (ARI) constructed from seven anatomical measures of cerebral volume and perisylvian asymmetry to predict reading ability in 43 children aged 9 to 18. We found that negative ARIs (low cerebral volume and symmetry) were associated with poor reading ability only in children with low processing speed. Regression analysis showed that anatomy, speed, and an interaction term predicted 53% of the variance in real word reading (p < .0001). Leftward perisylvian asymmetry and larger cerebral volumes may support cognitive flexibility in children with low processing speed.
引用
收藏
页码：828 / 846
页数：19
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