ArticleNeurobiology of language (Cambridge, Mass.)2025
Impact of COVID-19 School Closures on White Matter Plasticity in the Reading Network.
Article in Neurobiology of language (Cambridge, Mass.), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
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Who cites it
2 citing papers in PubMed.
- The White Matter Connectome Supporting Speech and Language in the Human.Neurobiology of language (Cambridge, Mass.) · 2025Article
- Accelerated maturation of brain circuits and executive function in adolescents who experienced the COVID-19 pandemic.Imaging neuroscience (Cambridge, Mass.)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
During the COVID-19 pandemic, children worldwide experienced school closures. Several studies have detected a negative impact on reading-related skills in children who experienced these closures during the early stages of reading instruction, but the impact on the reading network in the brain has not been investigated. In the current longitudinal study in a sample of 162 Dutch-speaking children, we found a short-term effect in the growth of phonological awareness in children with COVID-19 school closures compared to children without school closures, but no long-term effects one year later. Similarly, we did not find a long-term effect on the longitudinal development of white matter connectivity in tracts implicated during early reading development. Together, these findings indicate that one year after school closures no effects on the development of phonological awareness and white matter are found, yet it remains an open question whether short-term effects on the reading network could have been present and/or whether other networks (e.g., psychosocial related networks) are potentially more affected.
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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.