Learning to Read Boosts Analogical Reasoning Development via Larger Grey Matter Volume in Various Brain Areas Across Primary School Years (Poster 26)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

Learning to read boosts brain grey matter and reasoning among school children:
Evidences from an accelerated longitudinal study

Learning to read is challenging. It remains unclear if and how learning to read may contribute to advanced cognitive development as reasoning, and if brain growth may mediate such prediction. More than 430 children completed MRI scan, reading and reasoning tests every year. Based on the first two-year assessments, the cross-lag modeling showed that learning to read significantly predicted reasoning one year later among lower Grades. In contrast, reading and reasoning mutually predicted each other since Grade 3. Furthermore, the partial mediation by the grey matter volume growth in the middle prefrontal brain and the hippocampus varied by grades.

Authors

• Sha Tao, Beijing Normal University

• Leilei Ma, Beijing Normal University

• Haibo Zhang, Beijing Normal University