%PDF-1.7
%
1 0 obj
<<
/MarkInfo <<
/Marked true
>>
/Metadata 2 0 R
/PageLayout /SinglePage
/PageLabels <<
/Nums [0 3 0 R 1 4 0 R 2 5 0 R 3 6 0 R 4 7 0 R
5 8 0 R 6 9 0 R 7 10 0 R 8 11 0 R 9 12 0 R
10 13 0 R 11 14 0 R 12 15 0 R]
>>
/Outlines 16 0 R
/Lang (en)
/StructTreeRoot 17 0 R
/OpenAction [18 0 R /Fit]
/Pages 19 0 R
/Type /Catalog
/PageMode /UseOutlines
/ViewerPreferences <<
/FitWindow true
/DisplayDocTitle true
>>
/OCProperties <<
/D <<
/OFF [20 0 R]
/BaseState /ON
/Order [20 0 R 21 0 R]
>>
/OCGs [20 0 R 21 0 R]
>>
/Names 22 0 R
>>
endobj
23 0 obj
<<
/Title (Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network)
/Keywords ()
/Creator (LaTeX with hyperref package)
/Producer (Acrobat Distiller 22.0 \(Windows\); modified using iTextSharp 4.1.6 by 1T3XT)
/Author ()
/CreationDate (D:20220525160953+05'30')
/PDFVersion (1.5)
/Subject (AcademicSubjects/MED00310, AcademicSubjects/MED00385, AcademicSubjects/SCI01870, DOI: 10.1093/cercor/bhac206, Cerebral Cortex, 00, 00, 5 11 2022. Abstract: Attention and reading are essential skills for successful schooling and in adult life. While previous studies have documented that attention development supports reading acquisition, whether and how learning to read may improve attention among school-age children and the brain structural and functional development that may be involved remain unknown. In this prospective longitudinal study, we examined bidirectional and longitudinal predictions between attention and reading development and the neural mediators of attention and reading development among school-age children using cross-lagged panel modeling. The results showed that better baseline reading performance significantly predicted better attention performance one year later after controlling for baseline attention performance. In contrast, after controlling for baseline reading performance, attention did not significantly predict reading performance one year later, while more attention problems also significantly predicted worse reading performance. Both the increasing gray matter volume of the left middle frontal gyrus and the increasing connectivity between the left middle frontal gyrus and the ventral attention network mediated the above significant longitudinal predictions. This study, directly revealed that reading skills may predict the development of important cognitive functions, such as attention, in school-age children. Therefore, learning to read is not only a challenge for school-age children but is also an important way to optimize attention and brain development. )
/ModDate (D:20220603015911+00'00')
/rgid (PB:361009709_AS:1162717935206400@1654224966513)
>>
endobj
2 0 obj
<<
/Length 3330
/Type /Metadata
/Subtype /XML
>>
stream
application/pdf
Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network
Wang Yanpei ,Guan Haoran ,Ma Leilei ,Luo Jie ,Chu Congying ,Hu Mingming ,Zhao Gai ,Men Weiwei ,Tan Shuping ,Gao Jia-Hong ,Qin Shaozheng ,He Yong ,Dong Qi ,Tao Sha ,
AcademicSubjects/MED00310, AcademicSubjects/MED00385, AcademicSubjects/SCI01870, DOI: 10.1093/cercor/bhac206, Cerebral Cortex, 00, 00, 5 11 2022. Abstract: Attention and reading are essential skills for successful schooling and in adult life. While previous studies have documented that attention development supports reading acquisition, whether and how learning to read may improve attention among school-age children and the brain structural and functional development that may be involved remain unknown. In this prospective longitudinal study, we examined bidirectional and longitudinal predictions between attention and reading development and the neural mediators of attention and reading development among school-age children using cross-lagged panel modeling. The results showed that better baseline reading performance significantly predicted better attention performance one year later after controlling for baseline attention performance. In contrast, after controlling for baseline reading performance, attention did not significantly predict reading performance one year later, while more attention problems also significantly predicted worse reading performance. Both the increasing gray matter volume of the left middle frontal gyrus and the increasing connectivity between the left middle frontal gyrus and the ventral attention network mediated the above significant longitudinal predictions. This study, directly revealed that reading skills may predict the development of important cognitive functions, such as attention, in school-age children. Therefore, learning to read is not only a challenge for school-age children but is also an important way to optimize attention and brain development.
readingattentionleft middle frontal gyrusventral attention networkschool-age children
© The Author(s) 2022. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
True
endstream
endobj
3 0 obj
<<
/S /D
>>
endobj
4 0 obj
<<
/S /D
/St 2
>>
endobj
5 0 obj
<<
/S /D
/St 3
>>
endobj
6 0 obj
<<
/S /D
/St 4
>>
endobj
7 0 obj
<<
/S /D
/St 5
>>
endobj
8 0 obj
<<
/S /D
/St 6
>>
endobj
9 0 obj
<<
/S /D
/St 7
>>
endobj
10 0 obj
<<
/S /D
/St 8
>>
endobj
11 0 obj
<<
/S /D
/St 9
>>
endobj
12 0 obj
<<
/S /D
/St 10
>>
endobj
13 0 obj
<<
/S /D
/St 11
>>
endobj
14 0 obj
<<
/S /D
/St 12
>>
endobj
15 0 obj
<<
/S /D
/St 13
>>
endobj
16 0 obj
<<
/Last 24 0 R
/Count 10
/First 24 0 R
>>
endobj
17 0 obj
<<
/K 25 0 R
/Type /StructTreeRoot
/ParentTree 26 0 R
/ClassMap <<
>>
/ParentTreeNextKey 187
>>
endobj
18 0 obj
<<
/Tabs /S
/CropBox [0 0 595.26 782.337]
/Contents [27 0 R 28 0 R 29 0 R 30 0 R 31 0 R 32 0 R 33 0 R 34 0 R 35 0 R 36 0 R]
/MediaBox [0 0 595.26 782.337]
/Rotate 0
/Parent 37 0 R
/TrimBox [0 0 595.26 782.337]
/Annots [38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R
48 0 R 49 0 R 50 0 R]
/Resources <<
/ExtGState <<
/GS1 51 0 R
>>
/Properties <<
/MC5 52 0 R
>>
/Font <<
/F5 53 0 R
/F4 54 0 R
/F3 55 0 R
/F2 56 0 R
/F1 57 0 R
/Xi0 58 0 R
>>
/ProcSet [/PDF /Text /ImageB /ImageC /ImageI]
>>
/Type /Page
/StructParents 1
/BleedBox [0 0 595.26 782.337]
>>
endobj
19 0 obj
<<
/Type /Pages
/ITXT (4.1.6)
/Kids [37 0 R 59 0 R]
/Count 14
>>
endobj
20 0 obj
<<
/Type /OCG
/Name (My first layer)
>>
endobj
21 0 obj
<<
/Type /OCG
/Name (My second layer)
>>
endobj
22 0 obj
<<
/Dests 60 0 R
>>
endobj
24 0 obj
<<
/Dest (toc.chapter)
/First 61 0 R
/Title ( Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network)
/Count 9
/Parent 16 0 R
/Last 62 0 R
>>
endobj
25 0 obj
<<
/K [63 0 R 64 0 R 65 0 R 66 0 R 67 0 R 68 0 R 69 0 R 70 0 R 71 0 R 72 0 R
73 0 R 74 0 R 75 0 R 76 0 R 77 0 R 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R
83 0 R 84 0 R 85 0 R 86 0 R 87 0 R 88 0 R 89 0 R 90 0 R 91 0 R 92 0 R
93 0 R 94 0 R 95 0 R 96 0 R 97 0 R 98 0 R 99 0 R 100 0 R 101 0 R 102 0 R
103 0 R 104 0 R 105 0 R 106 0 R 107 0 R 108 0 R 109 0 R 110 0 R 111 0 R 112 0 R
113 0 R 114 0 R 115 0 R 116 0 R 117 0 R 118 0 R 119 0 R 120 0 R 121 0 R 122 0 R
123 0 R 124 0 R 125 0 R 126 0 R 127 0 R 128 0 R 129 0 R 130 0 R 131 0 R 132 0 R
133 0 R 134 0 R 135 0 R 136 0 R 137 0 R 138 0 R 139 0 R 140 0 R 141 0 R 142 0 R
143 0 R 144 0 R 145 0 R 146 0 R 147 0 R 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R
153 0 R 154 0 R 155 0 R 156 0 R 157 0 R 158 0 R 159 0 R 160 0 R 161 0 R 162 0 R
163 0 R 164 0 R 165 0 R 166 0 R 167 0 R 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R
173 0 R 174 0 R 175 0 R 176 0 R 177 0 R 178 0 R 179 0 R 180 0 R 181 0 R 182 0 R
183 0 R 184 0 R 185 0 R 186 0 R 187 0 R 188 0 R 189 0 R 190 0 R 191 0 R 192 0 R
193 0 R 194 0 R 195 0 R 196 0 R 197 0 R 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R
203 0 R 204 0 R 205 0 R 206 0 R 207 0 R 208 0 R 209 0 R 210 0 R 211 0 R 212 0 R
213 0 R 214 0 R 215 0 R 216 0 R 217 0 R 218 0 R 219 0 R 220 0 R 221 0 R 222 0 R
223 0 R 224 0 R 225 0 R 226 0 R 227 0 R 228 0 R 229 0 R 230 0 R 231 0 R 232 0 R
233 0 R 234 0 R 235 0 R 236 0 R 237 0 R 238 0 R 239 0 R 240 0 R 241 0 R 242 0 R
243 0 R 244 0 R 245 0 R 246 0 R 247 0 R 248 0 R 249 0 R 250 0 R 251 0 R 252 0 R
253 0 R 254 0 R]
/P 17 0 R
/S /Document
>>
endobj
26 0 obj
<<
/Kids [255 0 R 256 0 R 257 0 R]
>>
endobj
27 0 obj
<<
/Length 10
/Filter /FlateDecode
>>
stream
x+ |
endstream
endobj
28 0 obj
<<
/Length 1203
/Filter /FlateDecode
>>
stream
HVn6}W\E
5`MON6kٖwNO_IQhQuș3Ù'Cw\ثWC;\vm_~svZHϙdLXi7$`Wt]T/XSXijQi\%rl ˛:ux{qZ/)gLƐop_HlnRʊ-V oЮڮT
Z*/