ArticlePloS one2018
Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding.
Article in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Structural Brain Correlates of Poor Reading Comprehension.Neurobiology of language (Cambridge, Mass.) · 2026Article
- Narrative Review: A Neurobiological Perspective on Resilience in Youth.JAACAP open · 2025Review
- An executive-functions-based reading training enhances sensory-motor systems integration during reading fluency in children with dyslexia.Cerebral cortex (New York, N.Y. : 1991) · 2024Article
- Structural white matter characteristics for working memory and switching/inhibition in children with reading difficulties: The role of the left superior longitudinal fasciculus.Network neuroscience (Cambridge, Mass.) · 2022Article
- Reading on a smartphone affects sigh generation, brain activity, and comprehension.Scientific reports · 2022Article
- Decoding the role of the cerebellum in the early stages of reading acquisition.Cortex; a journal devoted to the study of the nervous system and behavior · 2021Article
- Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia.NeuroImage · 2021Article
- Sleepiness, Neuropsychological Skills, and Scholastic Learning in Children.Brain sciences · 2020Article
- Frontal volume as a potential source of the comorbidity between attention-deficit/hyperactivity disorder and reading disorders.Behavioural brain research · 2020Article
- Children Use Regions in the Visual Processing and Executive Function Networks during a Subsequent Memory Reading Task.Cerebral cortex (New York, N.Y. : 1991) · 2019Article
- Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten.Learning and individual differences · 2019Article
- The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction.Reading research quarterlyArticle
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Authors and funding
7 authors.
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Abstract
objectiveThe ultimate goal of reading is to understand written text. To accomplish this, children must first master decoding, the ability to translate printed words into sounds. Although decoding and reading comprehension are highly interdependent, some children struggle to decode but comprehend well, whereas others with good decoding skills fail to comprehend. The neural basis underlying individual differences in this discrepancy between decoding and comprehension abilities is virtually unknown.
methodsWe investigated the neural basis underlying reading discrepancy, defined as the difference between reading comprehension and decoding skills, in a three-part study: 1) The neuroanatomical basis of reading discrepancy in a cross-sectional sample of school-age children with a wide range of reading abilities (Experiment-1; n = 55); 2) Whether a discrepancy-related neural signature is present in beginning readers and predictive of future discrepancy (Experiment-2; n = 43); and 3) Whether discrepancy-related regions are part of a domain-general or a language specialized network, utilizing the 1000 Functional Connectome data and large-scale reverse inference from Neurosynth.org (Experiment-3).
resultsResults converged onto the left dorsolateral prefrontal cortex (DLPFC), as related to having discrepantly higher reading comprehension relative to decoding ability. Increased gray matter volume (GMV) was associated with greater discrepancy (Experiment-1). Region-of-interest (ROI) analyses based on the left DLPFC cluster identified in Experiment-1 revealed that regional GMV within this ROI in beginning readers predicted discrepancy three years later (Experiment-2). This region was associated with the fronto-parietal network that is considered fundamental for working memory and cognitive control (Experiment-3).
interpretationProcesses related to the prefrontal cortex might be linked to reading discrepancy. The findings may be important for understanding cognitive resilience, which we operationalize as those individuals with greater higher-order reading skills such as reading comprehension compared to lower-order reading skills such as decoding skills. Our study provides insights into reading development, existing theories of reading, and cognitive processes that are potentially significant to a wide range of reading disorders.
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