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首页> 外文期刊>Neuropsychology >Relation of White-Matter Microstructure to Reading Ability and Disability in Beginning Readers
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Relation of White-Matter Microstructure to Reading Ability and Disability in Beginning Readers

机译：白质微观结构与开始读者阅读能力和残疾的关系

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Objective: We examined the white-matter microstructure of the left arcuate fasciculus, which has been associated with reading ability, in beginning readers with or without reading disability. Method: Groups were typically reading children (n = 26) or children with reading disability (n = 26), Ages 6-9, and equated on nonverbal cognitive abilities. Diffusion-weighted images were collected and TRACULA was used to extract fractional anisotropy measures from the left arcuate fasciculus. Results: White-matter microstructure was altered in children with reading disability, who exhibited significantly reduced fractional anisotropy in the left arcuate fasciculus. Among typically reading children, lower fractional anisotropy of the left arcuate fasciculus was associated with superior pseudoword reading performance. Both the group differences and variation in reading scores among the children with reading disability were associated with radial diffusivity (but not axial diffusivity), whereas variation in reading scores among typically reading children was associated with axial diffusivity (but not radial diffusivity). Conclusions: The paradoxical findings that lower fractional anisotropy was associated both with reading disability and also with better phonological awareness in typical reading development suggest that there are different maturational trajectories of white-matter microstructure in typical readers and children with reading disability, and that this difference is unique to the beginning stages of reading acquisition. The finding that reading disability was associated with radial diffusivity, but that variation in ability among typically developing readers was associated with axial diffusivity, suggests that different neural mechanisms may be associated with reading development in children with or without reading disability.
机译：目的：我们检查了左弓筋膜的白质微观结构，该弓形筋膜与阅读能力相关，在有或没有阅读残疾的开始读者中。方法：群体通常是阅读儿童（n = 26）或患有读数残疾的儿童（n = 26），年龄6-9岁，等同于非语言认知能力。收集扩散加权图像，并且序列用于从左弓状筋器中提取分数各向异性措施。结果：白质微观结构在具有阅读残疾儿童的情况下改变，后者在左侧弧形筋膜中显着降低了分数各向异性。在典型的阅读儿童中，左侧弧形束的较低分数各向异性与优越的伪读取性能有关。读取残疾儿童中读数分数的组差异和变化与径向扩散率（但不是轴向扩散率）相关，而典型读取儿童之间的读数的变化与轴向扩散率（但不是径向扩散率）相关。结论：典型读取发展中较低分数各向异性的矛盾发现，较低的语音意识也表明，典型读者和患有阅读残疾儿童的白质微观结构存在不同的成熟轨迹，差异对阅读采集的开始阶段是独一无二的。读取残疾的发现与径向扩散率相关，但是通常显影读取器之间的能力变化与轴向扩散率相关，表明不同的神经机制可以与有或没有阅读残疾的儿童的阅读发育相关联。

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