Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning

Abstract

To understand mental self-government of the developing reading and writing brain, correlations of clustering coefficients on fMRI reading or writing tasks with BASC 2 Adaptivity ratings (time 1 only) or working memory components (time 1 before and time 2 after instruction previously shown to improve achievement and change magnitude of fMRI connectivity) were investigated in 39 students in grades 4 to 9 who varied along a continuum of reading and writing skills. A Philips 3T scanner measured connectivity during six leveled fMRI reading tasks (subword—letters and sounds, word—word-specific spellings or affixed words, syntax comprehension—with and without homonym foils or with and without affix foils, and text comprehension) and three fMRI writing tasks—writing next letter in alphabet, adding missing letter in word spelling, and planning for composing. The Brain Connectivity Toolbox generated clustering coefficients based on the cingulo-opercular (CO) network; after controlling for multiple comparisons and movement, significant fMRI connectivity clustering coefficients for CO were identified in 8 brain regions bilaterally (cingulate gyrus, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, superior temporal gyrus, insula, cingulum—cingulate gyrus, and cingulum—hippocampus). BASC2 Parent Ratings for Adaptivity were correlated with CO clustering coefficients on three reading tasks (letter-sound, word affix judgments and sentence comprehension) and one writing task (writing next letter in alphabet). Before instruction, each behavioral working memory measure (phonology, orthography, morphology, and syntax coding, phonological and orthographic loops for integrating internal language and output codes, and supervisory focused and switching attention) correlated significantly with at least one CO clustering coefficient. After instruction, the patterning of correlations changed with new correlations emerging. Results show that the reading and writing brain’s mental government, supported by both CO Adaptive Control and multiple working memory components, had changed in response to instruction during middle childhood/early adolescence.

Brain changes with Chinese reading development in typical and atypical readers

“…Taken together, RD readers show a significant increase in phonological reading at the Moreover, the catch-up at the left IFG seems to be driven by over-connectivity with other brain regions especially in the right hemisphere in adults with RD (Yan et al, under review). Previous studies have suggested that strong connection with other parts of the brain helps to normalize brain function of the left IFG (Richards et al, 2018). Additionally, it was also found that there is a lack of developmental increase in task specialization in RD readers (Yan et al, under review).…”

Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning

“…Likewise, children produce letters through their hands to spell written words and compose sentences and text about what they read or hear. Also motor functions are involved in the eye movements as they read written words in the context of sentences, either orally or silently (Yagle et al, 2017).…”

“…Attention and executive functions. : Attention and executive functions are relevant to learning from teacher talk during oral instruction (Berninger, Abbott, Cook, and Nagy, 2017) as well as the learner's self-regulation of the learning process (e.g., Richards et al, 2017). Examination of the content of compositions in a cross-sectional study grades 1 to 9 (see Berninger, 2009) showed that students in general education wrote more about relationships with other students, the teacher, or family issues.…”