ArticleDevelopmental cognitive neuroscience2020
The relationship between brain structure and proficiency in reading and mathematics in children, adolescents, and emerging adults.
Article in Developmental cognitive neuroscience, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled it.
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Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it, 21 citations in OpenAlex.
- Associations between meeting 24h movement behavior guidelines and cognition, gray matter volume, and academic performance in children and adolescents: a systematic review.Archives of public health = Archives belges de sante publique · 2025Pooled it
- Glutamatergic signaling underlies brain structural organization for mathematical and reading abilities in children.Nature communications · 2026Article
- Cross-sectional study of healthcare professionals' estimates of the health numeracy of inpatients and outpatients in a UK secondary care setting.BMJ public health · 2025Article
- An examination of cortical thickness relationships within the reading network of adults.Brain structure & function · 2024Article
- Neuroanatomical, transcriptomic, and molecular correlates of math ability and their prognostic value for predicting learning outcomes.Science advances · 2024Article
- Associations between digital media use and brain surface structural measures in preschool-aged children.Scientific reports · 2022Article
- Academic skills after brain injury: A lifespan perspective.Neuropsychology · 2022Article
- Mother-child similarity in brain morphology: A comparison of structural characteristics of the brain's reading network.Developmental cognitive neuroscience · 2022Article
- Academic achievements and brain volume development in children and adolescents.Cerebral cortex communications · 2022Article
- Aberrant Structural and Functional Developmental Trajectories in Children With Intellectual Disability.Frontiers in psychiatry · 2021Article
- The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction.Reading research quarterlyArticle
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
Behavioral and brain imaging studies speak to commonalities between reading and math. Here, we investigated relationships between individual differences in reading and math ability (single word reading and calculation) with brain anatomy (cortical thickness and surface area) in 342 participants between 6-22 years of age from the NIH Pediatric MRI Database. We found no brain-behavioral correlations in the full sample. When dividing the dataset into three age-specific subgroups, cortical thickness of the left supramarginal gyrus (SMG) and fusiform gyrus (FG) correlated with reading ability in the oldest subgroup (15-22 years) only. Next, we tested unique contributions of these educational measures to neuroanatomy. Single word reading ability, age, and their interaction all contributed unique variance to cortical thickness in the left SMG and intraparietal sulcus (IPS). Age, and the interaction between age and reading, predicted cortical thickness in the left FG. However, regression analyses for math ability showed no relationships with cortical thickness; nor for math or reading ability with surface area. Overall, our results demonstrate relationships between cortical thickness and reading ability in emerging adults, but not in younger age groups. Surprisingly, there were no such relationships with math, and hence no convergence between the reading and math results.
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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.