Poster C119, Sunday, March 25, 1:00-3:00 pm, Exhibit Hall C
Relationships between Cortical Thickness and Reading in Typically Developing Children
Gabrielle-Ann Torre1,2, Guinevere Eden1; 1Center for the Study of Learning, Georgetown University, Washington, DC, 2Interdisciplinary Program in Neuroscience, Georgetown University, Washington, DC
It has been shown that groups with the reading disability dyslexia have differences in cortical thickness (CT) and surface area (SA) when compared to typical readers (Frye et al., 2010; Clark et al., 2014; Ma et al., 2015; Altarelli et al., 2013). However, it is unknown if CT and SA correlate with reading ability in the general population. It has been argued that dyslexia represents the lower end of the normal distribution (Shaywitz et al., 1992), whereas others have claimed that dyslexia represents a unique and qualitatively different group, i.e. more than just the lower end of the continuum (Rutter & Yule, 1975). The former suggests any relationship found between CT and SA with reading ability should extend across the entire population of all readers. To test this theory, we conducted correlation analyses (Pearson; p-level = .05, Bonferroni corrected) between CT and SA with single real word reading ability (Woodcock Johnson Word-Identification, 2001) in those regions previously shown to be different in dyslexia. Freesurfer was used to measure CT and SA in 49 typical readers (ages 15-22) from the NIH Pediatric MRI Database (Evans et al., 2006). We observed no significant correlations between CT or SA with reading in any of the nine regions of interest (using the Desikan-Killian atlas (2006)). Our results suggest that the reported CT and SA differences in dyslexia (and possibly other anatomical measures) are likely due to qualitative differences in dyslexia, and that dyslexia is not just the low-end of the reading continuum.
Topic Area: LANGUAGE: Development & aging