Assessing white matter plasticity in a randomized controlled trial of early literacy training in preschoolers
Sendy Caffarra, Iliana I. Karipidis, John Kruper, Emily Kubota, Adam Richie-Halford, Megumi Takada, Ariel Rokem, Jason D. Yeatman, Signe Bray, Signe Bray, Signe Bray, Signe Bray
TL;DR
A two-week reading training program improved preschoolers' letter knowledge and decoding skills but did not change brain white matter structure.
Contribution
This study provides new insights into the relationship between short-term literacy training and brain plasticity in preschoolers.
Findings
Letter training improved letter knowledge and decoding skills in preschoolers.
No significant changes in white matter structure were observed after two weeks of training.
Behavioral improvements were not accompanied by measurable white matter changes.
Abstract
Reading is a cognitive skill that requires our brain to go through a myriad of changes during learning. While many studies have described how reading acquisition shapes children’s brain function, less is known about the impact of reading on brain structure. Here we examined short-term causal effects of reading training on preschoolers’ behavior and white matter structure. Forty-eight English-speaking preschoolers (4y10m to 6y2m) participated in a randomized controlled trial where they were randomly assigned to two training programs: the Letter training program was focused on key skills for reading (e.g., decoding and letter knowledge), while the Language training program strengthened oral language comprehension skills without exposure to text. Longitudinal behavioral data showed that only the Letter Training group increased letter knowledge and decoding skills after the two-week…
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Taxonomy
TopicsReading and Literacy Development · Educational and Psychological Assessments · Language Development and Disorders