Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention
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 div...
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| Format: | Article |
| Language: | en_US |
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Oxford University Press
2018
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| Online Access: | http://hdl.handle.net/1721.1/113201 https://orcid.org/0000-0002-8304-4791 https://orcid.org/0000-0003-1158-5692 |
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| author | Hook, Pamela E. Romeo, Rachel Rene Christodoulou, Joanna Halverson, Kelly Murtagh, Jack Cyr, Abigail Schimmel, Carly Chang, Patricia P Gabrieli, John D. E. |
| author2 | Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences |
| author_facet | Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences Hook, Pamela E. Romeo, Rachel Rene Christodoulou, Joanna Halverson, Kelly Murtagh, Jack Cyr, Abigail Schimmel, Carly Chang, Patricia P Gabrieli, John D. E. |
| author_sort | Hook, Pamela E. |
| collection | MIT |
| description | 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. |
| first_indexed | 2024-09-23T12:06:24Z |
| format | Article |
| id | mit-1721.1/113201 |
| institution | Massachusetts Institute of Technology |
| language | en_US |
| last_indexed | 2024-09-23T12:06:24Z |
| publishDate | 2018 |
| publisher | Oxford University Press |
| record_format | dspace |
| spelling | mit-1721.1/1132012022-10-01T08:12:36Z Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention Hook, Pamela E. Romeo, Rachel Rene Christodoulou, Joanna Halverson, Kelly Murtagh, Jack Cyr, Abigail Schimmel, Carly Chang, Patricia P Gabrieli, John D. E. Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences McGovern Institute for Brain Research at MIT Gabrieli, JDE Romeo, Rachel Rene Christodoulou, Joanna Halverson, Kelly Murtagh, Jack Cyr, Abigail Schimmel, Carly Chang, Patricia P Gabrieli, John D. E. 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. National Institutes of Health (U.S.) (Grant T32-DC000038) National Institutes of Health (U.S.) (Grant F31-HD086957) 2018-01-16T16:46:43Z 2018-01-16T16:46:43Z 2017-06 2017-05 Article http://purl.org/eprint/type/JournalArticle 1047-3211 1460-2199 http://hdl.handle.net/1721.1/113201 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 https://orcid.org/0000-0002-8304-4791 https://orcid.org/0000-0003-1158-5692 en_US http://dx.doi.org/10.1093/cercor/bhx131 Cerebral Cortex Creative Commons Attribution-Noncommercial-Share Alike http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Oxford University Press Prof. Gabrieli |
| spellingShingle | Hook, Pamela E. Romeo, Rachel Rene Christodoulou, Joanna Halverson, Kelly Murtagh, Jack Cyr, Abigail Schimmel, Carly Chang, Patricia P Gabrieli, John D. E. Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention |
| title | Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention |
| title_full | Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention |
| title_fullStr | Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention |
| title_full_unstemmed | Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention |
| title_short | Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention |
| title_sort | socioeconomic status and reading disability neuroanatomy and plasticity in response to intervention |
| url | http://hdl.handle.net/1721.1/113201 https://orcid.org/0000-0002-8304-4791 https://orcid.org/0000-0003-1158-5692 |
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