Horowitz-Kraus Tzipi, DiFrancesco Mark, Kay Benjamin, Wang Yingying, Holland Scott K
Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Neuroimage Clin. 2015 Jul 3;8:619-30. doi: 10.1016/j.nicl.2015.06.010. eCollection 2015.
The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8-12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task.
阅读加速计划是一种计算机化的阅读训练程序，它能增强与阅读相关的神经回路的激活。我们研究了该训练对训练后休息期间与视觉处理、执行功能、注意力、记忆和语言相关的独立成分之间功能连接的影响。8至12岁有阅读困难的儿童和正常阅读者参与了这项研究。在训练前后进行了行为测试和功能磁共振成像。使用独立成分分析方法对成像数据进行了分析。训练后，两个阅读组的单字语境阅读和阅读理解分数均有所提高。在有阅读困难的儿童中，训练后视觉处理成分与执行功能、注意力、记忆或语言成分之间发现了更强的正相关。训练相关的视觉和注意力成分之间以及视觉和执行功能成分之间连接性的增加分别与单词阅读和阅读理解的增加呈正相关。我们的研究结果表明，即使在没有正在进行的阅读任务的情况下，也能检测到阅读加速计划对基本认知领域的影响。
