ArticleDevelopmental science2021
Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study.
Article in Developmental science, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 29 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
29 citing papers in PubMed, 2 syntheses or guidelines pooled it, 56 citations in OpenAlex.
- Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies.Journal of autism and developmental disorders · 2025Pooled it
- Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention.Neuroscience and biobehavioral reviews · 2022Pooled it
- Interventions for children and adolescents with specific learning disability and co-occurring disorders.Pediatric research · 2025Review
- Longitudinal trajectories of brain development from infancy to school age and their relationship with literacy development.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Resilience research in learning disabilities: Guiding principles from developmental psychopathology.Learning and instruction · 2025Article
- Narrative Review: A Neurobiological Perspective on Resilience in Youth.JAACAP open · 2025Review
- Reading and White Matter Development: A Systematic Review of Neuroplastic Changes in Literacy.Children (Basel, Switzerland) · 2025Review
- Longitudinal trajectories of brain development from infancy to school age and their relationship to literacy development.bioRxiv : the preprint server for biology · 2025Article
- Phonological decoding ability is associated with fiber density of the left arcuate fasciculus longitudinally across reading development.Developmental cognitive neuroscience · 2025Article
- Assessment of alterations in regional homogeneity and amplitude of low-frequency fluctuations in children with dyslexia.Turkish journal of medical sciences · 2025Article
- Rapid online assessment of reading and phonological awareness (ROAR-PA).Scientific reports · 2024Article
- Unraveling individual differences in learning potential: A dynamic framework for the case of reading development.Developmental cognitive neuroscience · 2024Review
- Investigating Dyslexia through Diffusion Tensor Imaging across Ages: A Systematic Review.Brain sciences · 2024Review
- Does Academic Burnout Alleviate or Exacerbate Internet Dependence in University Students with Depression and Anxiety?Neuropsychiatric disease and treatment · 2024Article
- Cortical Structure in Pre-Readers at Cognitive Risk for Dyslexia: Baseline Differences and Response to Intervention.Neurobiology of language (Cambridge, Mass.) · 2024Article
- White matter microstructural plasticity associated with educational intervention in reading disability.Imaging neuroscience (Cambridge, Mass.) · 2024Article
- Longitudinal development of category representations in ventral temporal cortex predicts word and face recognition.Nature communications · 2023Article
- Longitudinal Predictors of Word Reading for Children with Williams Syndrome.Reading and writing · 2023Article
- Preliteracy Skills Mediate the Relation Between Early Speech Sound Production and Subsequent Reading Outcomes.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Examining Shared Reading and White Matter Organization in Kindergarten in Relation to Subsequent Language and Reading Abilities: A Longitudinal Investigation.Journal of cognitive neuroscience · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors at 5 institutions in 2 countries.
Funding
Abstract
Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop poor reading skills to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners with subsequent poor reading, those with typical reading outcomes were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and structural organization of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between structural organization of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: white matter organization in the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at-risk children. This study has important implications for approaches to early screening, and assessment strategies for at-risk children.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.