3-062 - Cognitive, Environmental, and Neurophysiological Predictors of Reading

Session Type: Paper Symposium

Integrative Statement

This symposium brings together four diverse perspectives that all examine the causes and consequences of individual differences in reading skills; each utilizing the unique advantages of genetically sensitive designs. National testing consistently indicates vast individual differences in reading achievement among children in the United States (NCES, 2015; OECD, 2012). Understanding the causes and consequences of these differences remains an important goal for reading researchers and clinicians. Papers in this symposium expand upon classical twin designs to consider cognitive, environmental, and neurophysiological contributions to individual differences in reading skill.
Paper 1 combines longitudinal data with a genetically sensitive design to clarify the bidirectional relationship between language and reading comprehension in late childhood. Similarly, Paper 2 examines household chaos, an important environmental predictor of early reading, and considers child perceptions of household chaos during early adolescence. Papers 3 & 4 expand this behavioral genetic view of reading skills to include neurophysiological data. Paper 3 demonstrates left hemisphere regions of interest (ROIs) predictive of individual differences in reading and provides evidence that activation of ROIs were heritable. Paper 4 extends this ROI approach to examine networks of brain activation and shows that resting state can be considered a marker of individual differences in reading.
Collectively, results across these four studies speak to the complex interplay between cognitive, environmental, and neurophysiological predictors of individual differences in reading. Discussion will address how findings from these interdisciplinary approaches can be integrated to extend understandings of the causes, symptoms, and treatment of individual differences in reading skills.

Sub Unit

• Biology and Neuroscience

Chairs

• Sarah Lukowski, The Ohio State University

• Katherine Trieste Rhodes, Ohio State University

Individual Presentations

• Etiological Influences on Longitudinal Relations between Language and Reading Comprehension: A Genetic Cross-Lagged Study - Presenting Author: Madeline Marie Doran, The Ohio State University; Stephen Petrill, The Ohio State University

• Effects of Household Chaos on Reading Ability - Presenting Author: Alexander Vu, Case Western Reserve University; Sarah Lukowski, The Ohio State University; Susan I Gross, Case Western Reserve University; Carol Gross, Case Western Reserve University; Lee A Thompson, Case Western Reserve University; Stephen Petrill, The Ohio State University

• On the neurophysiological underpinnings of reading ability: Prediction of individual differences in reading using task-based fMRI - Presenting Author: Daniel R Leopold, University of Colorado; Kai Wang, University of Colorado; Andrew E Reineberg, University of Colorado; Stephen K Bailey, Vanderbilt University; Katherine Aboud, Vanderbilt University; Marie T Banich, University of Colorado; Erik G Willcutt, University of Colorado; Laurie Cutting, Vanderbilt University; Lee A Thompson, Case Western Reserve University; Stephen Petrill, The Ohio State University

• Variation Within and Between Resting-State Networks Associated with Individual Differences in Reading Ability of Adolescents - Presenting Author: Andrew E Reineberg, University of Colorado; Daniel R Leopold, University of Colorado; Marie T Banich, University of Colorado; Stephen K Bailey, Vanderbilt University; Laurie Cutting, Vanderbilt University; Sarah Lukowski, The Ohio State University; John Opfer, The Ohio State University; Zhong-Lin Lu, The Ohio State University; Lee A Thompson, Case Western Reserve University; Stephen Petrill, The Ohio State University