Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel.
Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, United States of America.
PLoS One. 2019 Nov 22;14(11):e0225445. doi: 10.1371/journal.pone.0225445. eCollection 2019.
Dialogic reading (DR) is a shared storybook reading intervention previously shown to have a positive effect on both literacy and general language skills. The aim of this study was to examine the effect of DR compared to screen-based intervention on electrophysiological markers supporting narrative comprehension using EEG.
Thirty-two typically developing preschoolers, ages 4 to 6 years, were assigned to one of two intervention groups: Dialogic Reading Group (DRG, n = 16) or Screen Story Group (SSG, n = 16). We examined the effect of intervention type using behavioral assessment and a narrative comprehension task with EEG.
The DRG showed improved vocabulary and decreased functional connectivity during the stories-listening task, whereas the SSG group showed no changes in vocabulary or connectivity. Significantly decreased network strength and transitivity and increased network efficiency were observed in the DRG following intervention. Greater network strength and transitivity at follow-up were correlated with increased vocabulary.
The results suggest the beneficial effect of DR in preschool-age children on vocabulary and EEG-bands related to attention in the ventral stream during narrative comprehension. Decreased functional connectivity may serve as a marker for language gains following reading intervention.
DR intervention for preschool-age children may reduce interfering connections related to attention, which is related to better narrative comprehension.
对话式阅读（DR）是一种共享绘本阅读干预措施，先前的研究表明，它对读写能力和一般语言技能都有积极影响。本研究旨在使用 EEG 检查 DR 与基于屏幕的干预相比，对支持叙事理解的电生理标记的影响。
32 名 4 至 6 岁的典型发展学龄前儿童被分配到两个干预组之一：对话式阅读组（DRG，n = 16）或屏幕故事组（SSG，n = 16）。我们使用行为评估和 EEG 进行的叙事理解任务来检查干预类型的效果。
DRG 在听故事任务中表现出词汇量的提高和功能连接的减少，而 SSG 组在词汇量或连接方面没有变化。干预后，DRG 组的网络强度和传递性显著降低，网络效率增加。随访时更大的网络强度和传递性与词汇量的增加相关。
研究结果表明，DR 对学龄前儿童的有益影响表现在词汇量和与注意力相关的 EEG 波段上，这些波段与叙事理解有关。功能连接的减少可能是阅读干预后语言能力提高的标志。
针对学龄前儿童的 DR 干预措施可能会减少与注意力相关的干扰连接，从而提高叙事理解能力。
