验证与皮质厚度的关联。

Validation of and Association With Cortical Thickness.

机构信息

Divisions of General and Community Pediatrics and

Reading and Literacy Discovery Center and.

出版信息

Pediatrics. 2021 Mar;147(3). doi: 10.1542/peds.2020-1641. Epub 2021 Feb 4.

DOI:10.1542/peds.2020-1641

PMID:33542146

Abstract

BACKGROUND AND OBJECTIVES

The American Academy of Pediatrics recommends literacy and school readiness promotion during well visits. (TRH) is a children's book-based screener of emergent literacy skills in preschool-aged children. Vocabulary, rhyming, and rapid naming are core emergent skills, and reading abilities are associated with thicker cortex in the left hemisphere. Our objective was to expand validity of TRH relative to these skills and explore association with cortical thickness.

METHODS

Healthy preschool-aged children completed MRI including a T1-weighted anatomic scan. Before MRI, TRH and assessments of rapid naming (Comprehensive Test of Phonological Processing, Second Edition), rhyming (Pre-Reading Inventory of Phonological Awareness), vocabulary (Expressive Vocabulary Test, Second Edition), and emergent literacy () were administered. Analyses included Spearman-ρ correlations ( ) accounting for age, sex, and socioeconomic status (SES). MRI analyses involved whole-brain measures of cortical thickness relative to TRH scores, accounting for covariates.

RESULTS

Seventy children completed assessments (36-63 months old; 36 female) and 52 completed MRI (37-63 months; 29 female). TRH scores were positively correlated with Comprehensive Test of Phonological Processing, Second Edition ( = 0.61), Expressive Vocabulary Test, Second Edition ( = 0.54), ( = 0.87), and Pre-Reading Inventory of Phonological Awareness scores ( = 0.64; all < .001). These correlations remained statistically significant across age, sex, and SES groups. TRH scores were correlated with greater thickness in left-sided language and visual cortex (-family-wise error <.05), which were similar for higher SES yet more bilateral and frontal for low SES, reflecting a less mature pattern (-family-wise error <.10).

CONCLUSIONS

These findings expand validation evidence for TRH as a screening tool for preschool-aged children, including associations with emergent skills and cortical thickness, and suggest important differences related to SES.

摘要

背景与目的

美国儿科学会建议在健康检查期间促进儿童的读写能力和学业准备。（TRH）是一种基于儿童读物的筛查工具，用于评估学龄前儿童的早期读写能力。词汇、押韵和快速命名是核心的早期读写能力，阅读能力与左半球皮质厚度有关。我们的目标是扩大 TRH 在这些技能方面的有效性，并探索其与皮质厚度的关联。

方法

健康的学龄前儿童完成了包括 T1 加权解剖扫描的 MRI。在 MRI 之前，进行了 TRH 测试和快速命名（第二代综合语音处理测试）、押韵（语音意识前阅读清单）、词汇（第二代表达性词汇测试）和早期读写能力（）评估。分析包括年龄、性别和社会经济地位（SES）的 Spearman-ρ 相关性（）。MRI 分析涉及到与 TRH 分数相关的全脑皮质厚度测量，同时考虑了协变量。

结果

70 名儿童完成了评估（36-63 个月；36 名女性），52 名儿童完成了 MRI（37-63 个月；29 名女性）。TRH 分数与第二代综合语音处理测试（ = 0.61）、第二代表达性词汇测试（ = 0.54）、（ = 0.87）和语音意识前阅读清单（ = 0.64）的分数呈正相关（所有 < .001）。这些相关性在年龄、性别和 SES 组中仍然具有统计学意义。TRH 分数与左半球语言和视觉皮层的厚度呈正相关（错误发现率 <.05），对于 SES 较高的儿童，这种相关性相似，但对于 SES 较低的儿童，这种相关性更加双侧和额叶，反映出一种不成熟的模式（错误发现率 <.10）。