Janosch Linkersdörfer|Alina Jurcoane|Staffan I. Lindberg|Jochen Kaiser|Marcus Hasselhorn|Christian J. Fiebach|Jan Lonnemann
The Association between Gray Matter Volume and Reading Proficiency: A Longitudinal Study of Beginning Readers
Individual Development and Adaptive Education|DIPF  Leibniz Institute for Research and Information in Education|Individual Development and Adaptive Education|Goethe University Frankfurt|Individual Development and Adaptive Education|DIPF  Leibniz Institute for Research and Information in Education|Goethe University Frankfurt|Individual Development and Adaptive Education|DIPF  Leibniz Institute for Research and Information in Education|Goethe University Frankfurt|Individual Development and Adaptive Education|Goethe University Frankfurt|Radboud University Nijmegen|Individual Development and Adaptive Education|DIPF  Leibniz Institute for Research and Information in Education
neural systems involved processing written language identified number functional imaging studies structural changes cortical anatomy occur course literacy acquisition however remain largely unknown follow elementary school children first 2 years formal reading instruction use tensorbased morphometry relate reading proficiency cortical volume baseline followup measurement well intraindividual longitudinal volume development two measurement time points positive relationship found baseline gray matter volume left superior temporal gyrus subsequent changes reading proficiency furthermore negative relationship found reading proficiency second measurement time point intraindividual cortical volume development inferior parietal lobule precentral postcentral gyri left hemisphere results interpreted evidence reading acquisition associated preexisting structural differences well experiencedependent structural changes involving dendritic synaptic pruning