Neurodevelopmental trajectories of letter and speech sound processing from preschool to the end of elementary school

Longitudinal trajectories of brain development from infancy to school age and their relationship with literacy development

Reading is one of the most complex skills that we utilize daily, and it involves the early development and interaction of various lower-level subskills, including phonological processing and oral language. These subskills recruit brain structures, which begin to develop long before the skill manifests and exhibit rapid development during infancy. However, how longitudinal trajectories of early brain development in these structures support long-term acquisition of literacy subskills and subsequent reading is unclear. Children underwent structural and diffusion MRI scanning at multiple timepoints between infancy and second grade and were tested for literacy subskills in preschool and decoding and word reading in early elementary school. We developed and implemented a reproducible pipeline to generate longitudinal trajectories of early brain development. We then examined whether these trajectories were associated with literacy (sub)skills or influenced by familial risk of reading difficulty and children's home literacy environments, two common literacy-related covariates. Results showed that individual differences in curve features (e.g., intercepts and slopes) for longitudinal trajectories of volumetric, surface-based, and white matter organization measures were linked directly to phonological processing and indirectly to early elementary school decoding and word reading skills via phonological processing. Altogether, these findings suggest that the brain bases of phonological processing, previously identified as one of the strongest behavioral predictors of decoding and word reading skills, may already begin to develop by birth but undergo further refinement between infancy and preschool. The present study underscores the importance of considering academic skill acquisition from the very beginning of life.

Growing together: Dynamic connectivity between developmentally sensitive regions serving verbal working memory in children and adolescents

The neural network serving verbal working memory processes undergoes dramatic changes during the transition from childhood to adolescence, including changes in cortical thickness, activation levels, connectivity and inherent dynamics. Of all these neural properties, maturational changes in dynamic functional connectivity among developmentally sensitive regions within this network are among the least understood. To address this, we examined 75 typically developing youth (age range 6-14 years), who completed a verbal working memory task during magnetoencephalography (MEG). All MEG data were imaged and the phase-locking value was computed as an index of functional connectivity between regions exhibiting significant relationships with chronological age. Our results suggested developmental differences in functional connectivity during specific phases of working memory processing. During encoding, connectivity increased with age between left prefrontal and inferior parietal, with such age-related increases varying by sex between right frontal and left occipitotemporal regions. During the maintenance period, connectivity increased with age between left occipitotemporal and right posterior parietal areas and decreased with age between left frontal and right occipital cortices. These findings suggest that neural oscillations within regions serving working memory processing, as well as functional connectivity among these regions, are modulated by development during the transition from childhood to adolescence. KEY POINTS: With development from childhood to adolescence, verbal working memory processing becomes increasingly left lateralized in the prefrontal, parietal and temporal cortices. Several electrophysiological studies have shown that alpha oscillations within these brain regions become stronger with increasing chronological age during the transition from childhood to adolescence. Although such oscillatory power differences are well established, age-related changes in functional connectivity among these brain regions is far less understood. Here, we report novel findings suggesting that functional connectivity between developmentally sensitive cortical regions supporting verbal working memory scales with age among visual, language and attention-related brain systems. These results help to refine models of functional neural development supporting verbal working memory ability for future application in both basic research and clinical studies of typical and atypical cognitive development.

Toward a Mechanistic Understanding of Reading Difficulties: Deviant Audiovisual Learning Dynamics and Network Connectivity in Children with Poor Reading Skills

Mastering the associations between letters and their corresponding speech sounds (LSS) is pivotal in the early stages of reading development, requiring an effective reorganization of brain networks. Children with poor reading skills often show difficulties in LSS learning. To date, however, it remains unclear how the interaction of brain regions integral to the processing and integration of letters and speech sounds changes with LSS learning. Characterizing these changes and potential differences between children with typical (TR) or poor (PR) reading skills on both behavioral and neural levels is essential for a more comprehensive mechanistic understanding of reading impairments. In this study, we investigated brain network alterations underlying LSS learning and their association with reading skills using functional magnetic resonance imaging in 80 schoolchildren (6.9-10.8 years, 36 females, 27 PR) with a wide range of reading skills. We applied a reinforcement learning drift-diffusion model to LSS learning data and analyzed the corresponding effective connectivity and activation measures in the brain. While both groups learned well, PR showed slower adaptation of responses than TR as trials progressed. This could be explained by a slower adjustment of the drift rate and decision boundary while learning and longer nondecision times. Alongside deviant connectivity in the network of visual, auditory, and associative brain regions, PR also showed reduced striatal modulation of connectivity from visual to audiovisual association areas throughout learning. These findings indicate impaired information transfer to integrative areas, which aids to explain the difficulties in achieving proficient reading skills from a neuroscientific perspective.

Longitudinal trajectories of brain development from infancy to school age and their relationship to literacy development

Reading is one of the most complex skills that we utilize daily, and it involves the early development and interaction of various lower-level subskills, including phonological processing and oral language. These subskills recruit brain structures, which begin to develop long before the skill manifests and exhibit rapid development during infancy. However, how longitudinal trajectories of early brain development in these structures support long-term acquisition of literacy subskills and subsequent reading is unclear. Children underwent structural and diffusion MRI scanning at multiple timepoints between infancy and second grade and were tested for literacy subskills in preschool and decoding and word reading in early elementary school. We developed and implemented a reproducible pipeline to generate longitudinal trajectories of early brain development to examine associations between these trajectories and literacy (sub)skills. Furthermore, we examined whether familial risk of reading difficulty and children's home literacy environments, two common literacy-related covariates, influenced those trajectories. Results showed that individual differences in curve features (e.g., intercepts and slopes) for longitudinal trajectories of volumetric, surface-based, and white matter organization measures were linked directly to phonological processing and indirectly to first-grade decoding and word reading skills via phonological processing. Altogether, these findings suggest that the brain bases of phonological processing, previously identified as the strongest behavioral predictor of reading and decoding skills, may already begin to develop by birth but undergo further refinement between infancy and preschool. The present study underscores the importance of considering academic skill acquisition from the very beginning of life.

Letter-speech sound integration in typical reading development during the first years of formal education

This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7-9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unisensory LS over time, driven by reduced activation to speech sounds. No changes were noted in the congruency effect. However, at age nine, heightened activation to incongruent over congruent LS pairs were observed, correlating with individual differences in reading development. This suggests that the incongruency effect evolves at varying rates depending on reading skills.

Development of human visual cortical function: A scoping review of task- and naturalistic-fMRI studies through the interactive specialization and maturational frameworks

Overarching theories such as the interactive specialization and maturational frameworks have been proposed to describe human functional brain development. However, these frameworks have not yet been systematically examined across the fMRI literature. Visual processing is one of the most well-studied fields in neuroimaging, and research in this area has recently expanded to include naturalistic paradigms that facilitate study in younger age ranges, allowing for an in-depth critical appraisal of these frameworks across childhood. To this end, we conducted a scoping review of 94 developmental visual fMRI studies, including both traditional experimental task and naturalistic studies, across multiple sub-domains (early visual processing, category-specific higher order processing, naturalistic visual processing). We found that across domains, many studies reported progressive development, but few studies describe regressive or emergent changes necessary to fit the maturational or interactive specialization frameworks. Our findings suggest a need for the expansion of developmental frameworks and clearer reporting of both progressive and regressive changes, along with well-powered, longitudinal studies.

Better with age: Developmental changes in oscillatory activity during verbal working memory encoding and maintenance

Numerous investigations have characterized the oscillatory dynamics serving working memory in adults, but few have probed its relationship with chronological age in developing youth. We recorded magnetoencephalography during a modified Sternberg verbal working memory task in 82 youth participants aged 6-14 years old. Significant oscillatory responses were identified and imaged using a beamforming approach and the resulting whole-brain maps were probed for developmental effects during the encoding and maintenance phases. Our results indicated robust oscillatory responses in the theta (4-7 Hz) and alpha (8-14 Hz) range, with older participants exhibiting stronger alpha oscillations in left-hemispheric language regions. Older participants also had greater occipital theta power during encoding. Interestingly, there were sex-by-age interaction effects in cerebellar cortices during encoding and in the right superior temporal region during maintenance. These results extend the existing literature on working memory development by showing strong associations between age and oscillatory dynamics across a distributed network. To our knowledge, these findings are the first to link chronological age to alpha and theta oscillatory responses serving working memory encoding and maintenance, both across and between male and female youth; they reveal robust developmental effects in crucial brain regions serving higher order functions.

Unraveling individual differences in learning potential: A dynamic framework for the case of reading development

Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.

Similarities and differences in the neural correlates of letter and speech sound integration in blind and sighted readers

Learning letter and speech sound (LS) associations is a major step in reading acquisition common for all alphabetic scripts, including Braille used by blind readers. The left superior temporal cortex (STC) plays an important role in audiovisual LS integration in sighted people, but it is still unknown what neural mechanisms are responsible for audiotactile LS integration in blind individuals. Here, we investigated the similarities and differences between LS integration in blind Braille (N = 42, age range: 9-60 y.o.) and sighted print (N = 47, age range: 9-60 y.o.) readers who acquired reading using different sensory modalities. In both groups, the STC responded to both isolated letters and isolated speech sounds, showed enhanced activation when they were presented together, and distinguished between congruent and incongruent letter and speech sound pairs. However, the direction of the congruency effect was different between the groups. Sighted subjects showed higher activity for incongruent LS pairs in the bilateral STC, similarly to previously studied typical readers of transparent orthographies. In the blind, congruent pairs resulted in an increased response in the right STC. These differences may be related to more sequential processing of Braille as compared to print reading. At the same time, behavioral efficiency in LS discrimination decisions and the congruency effect were found to be related to age and reading skill only in sighted participants, suggesting potential differences in the developmental trajectories of LS integration between blind and sighted readers.