TY - JOUR
T1 - An executive-functions-based reading training enhances sensory-motor systems integration during reading fluency in children with dyslexia
AU - Farah, Rola
AU - Dworetsky, Ally
AU - Coalson, Rebecca S.
AU - Petersen, Steven E.
AU - Schlaggar, Bradley L.
AU - Rosch, Keri S.
AU - Horowitz-Kraus, Tzipi
N1 - Publisher Copyright:
© 2024 The Author(s). Published by Oxford University Press. All rights reserved.
PY - 2024/4/1
Y1 - 2024/4/1
N2 - The Simple View of Reading model suggests that intact language processing and word decoding lead to proficient reading comprehension, with recent studies pointing at executive functions as an important component contributing to reading proficiency. Here, we aimed to determine the underlying mechanism(s) for these changes. Participants include 120 8-to 12-year-old children (n = 55 with dyslexia, n = 65 typical readers) trained on an executive functions-based reading program, including pre/postfunctional MRI and behavioral data collection. Across groups, improved word reading was related to stronger functional connections within executive functions and sensory networks. In children with dyslexia, faster and more accurate word reading was related to stronger functional connections within and between sensory networks. These results suggest greater synchronization of brain systems after the intervention, consistent with the "neural noise"hypothesis in children with dyslexia and support the consideration of including executive functions as part of the Simple View of Reading model.
AB - The Simple View of Reading model suggests that intact language processing and word decoding lead to proficient reading comprehension, with recent studies pointing at executive functions as an important component contributing to reading proficiency. Here, we aimed to determine the underlying mechanism(s) for these changes. Participants include 120 8-to 12-year-old children (n = 55 with dyslexia, n = 65 typical readers) trained on an executive functions-based reading program, including pre/postfunctional MRI and behavioral data collection. Across groups, improved word reading was related to stronger functional connections within executive functions and sensory networks. In children with dyslexia, faster and more accurate word reading was related to stronger functional connections within and between sensory networks. These results suggest greater synchronization of brain systems after the intervention, consistent with the "neural noise"hypothesis in children with dyslexia and support the consideration of including executive functions as part of the Simple View of Reading model.
KW - dyslexia
KW - executive functions
KW - functional connectivity
KW - intervention
KW - neural noise
UR - http://www.scopus.com/inward/record.url?scp=85191429651&partnerID=8YFLogxK
U2 - 10.1093/cercor/bhae166
DO - 10.1093/cercor/bhae166
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C2 - 38664864
AN - SCOPUS:85191429651
SN - 1047-3211
VL - 34
JO - Cerebral Cortex
JF - Cerebral Cortex
IS - 4
M1 - bhae166
ER -