Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills

Abstract Previous studies indicate that children are exposed to different literacy experiences at home. Although these disparities have been shown to affect children’s literacy skills, it remains unclear whether and how home literacy practices influence brain activity underlying word-level reading....

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Autores principales:	Cléa Girard, Thomas Bastelica, Jessica Léone, Justine Epinat-Duclos, Léa Longo, Jérôme Prado
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/3dc5dc1a883b41c8832ea701a7b202ed
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spelling	oai:doaj.org-article:3dc5dc1a883b41c8832ea701a7b202ed2021-12-05T12:16:31ZNurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills10.1038/s41539-021-00112-92056-7936https://doaj.org/article/3dc5dc1a883b41c8832ea701a7b202ed2021-12-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00112-9https://doaj.org/toc/2056-7936Abstract Previous studies indicate that children are exposed to different literacy experiences at home. Although these disparities have been shown to affect children’s literacy skills, it remains unclear whether and how home literacy practices influence brain activity underlying word-level reading. In the present study, we asked parents of French children from various socioeconomic backgrounds (n = 66; 8.46 ± 0.36 years, range 7.52–9.22; 20 girls) to report the frequency of home literacy practices. Neural adaptation to the repetition of printed words was then measured using functional magnetic resonance imaging (fMRI) in a subset of these children (n = 44; 8.49 ± 0.33 years, range 8.02–9.14; 13 girls), thereby assessing how sensitive was the brain to the repeated presentation of these words. We found that more frequent home literacy practices were associated with enhanced word adaptation in the left posterior inferior frontal sulcus (r = 0.32). We also found that the frequency of home literacy practices was associated with children’s vocabulary skill (r = 0.25), which itself influenced the relation between home literacy practices and neural adaptation to words. Finally, none of these effects were observed in a digit adaptation task, highlighting their specificity to word recognition. These findings are consistent with a model positing that home literacy experiences may improve children’s vocabulary skill, which in turn may influence the neural mechanisms supporting word-level reading.Cléa GirardThomas BastelicaJessica LéoneJustine Epinat-DuclosLéa LongoJérôme PradoNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Cléa Girard Thomas Bastelica Jessica Léone Justine Epinat-Duclos Léa Longo Jérôme Prado Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
description	Abstract Previous studies indicate that children are exposed to different literacy experiences at home. Although these disparities have been shown to affect children’s literacy skills, it remains unclear whether and how home literacy practices influence brain activity underlying word-level reading. In the present study, we asked parents of French children from various socioeconomic backgrounds (n = 66; 8.46 ± 0.36 years, range 7.52–9.22; 20 girls) to report the frequency of home literacy practices. Neural adaptation to the repetition of printed words was then measured using functional magnetic resonance imaging (fMRI) in a subset of these children (n = 44; 8.49 ± 0.33 years, range 8.02–9.14; 13 girls), thereby assessing how sensitive was the brain to the repeated presentation of these words. We found that more frequent home literacy practices were associated with enhanced word adaptation in the left posterior inferior frontal sulcus (r = 0.32). We also found that the frequency of home literacy practices was associated with children’s vocabulary skill (r = 0.25), which itself influenced the relation between home literacy practices and neural adaptation to words. Finally, none of these effects were observed in a digit adaptation task, highlighting their specificity to word recognition. These findings are consistent with a model positing that home literacy experiences may improve children’s vocabulary skill, which in turn may influence the neural mechanisms supporting word-level reading.
format	article
author	Cléa Girard Thomas Bastelica Jessica Léone Justine Epinat-Duclos Léa Longo Jérôme Prado
author_facet	Cléa Girard Thomas Bastelica Jessica Léone Justine Epinat-Duclos Léa Longo Jérôme Prado
author_sort	Cléa Girard
title	Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
title_short	Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
title_full	Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
title_fullStr	Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
title_full_unstemmed	Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
title_sort	nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/3dc5dc1a883b41c8832ea701a7b202ed
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Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills

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