John Hutton|Kieran J. Phelan|Tzipi Horowitz?Kraus|Jonathan Dudley|Mekibib Altaye|Tom DeWitt|Scott K. Holland
Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children
Cincinnati Children's Hospital Medical Center|Cincinnati Children's Hospital Medical Center|Cincinnati Children's Hospital Medical Center|Cincinnati Children's Hospital Medical Center|Cincinnati Children's Hospital Medical Center|Cincinnati Children's Hospital Medical Center|Cincinnati Children's Hospital Medical Center
objective explore relationship maternal shared reading quality verbal interactivity engagement brain function story listening atrisk preschoolage children context behavioral evidence american academy pediatrics recommendations study design crosssectional study 22 healthy 4yearold girls low socioeconomic status households completed functional magnetic resonance imaging using established story listening task followed videotaped observation uncoached motherdaughter reading ageappropriate picture book shared reading quality independently scored applying dialogic reading evidencebased criteria reflecting interactivity engagement applied predictor neural activation functional magnetic resonance imaging task controlling income maternal education results shared reading quality scores generally low negatively correlated maternal distraction smartphones p 05 scores positively correlated activation leftsided brain areas supporting expressive complex language socialemotional integration working memory p 05 false discovery rate corrected conclusions maternal shared reading quality positively correlated brain activation supporting complex language executive function socialemotional processing atrisk preschoolage children findings represent novel neural biomarkers modifiable aspect home reading environment may influence foundational emergent literacy skills reinforce behavioral evidence american academy pediatrics recommendations underscore potential dialogic reading interventions promote healthy brain development especially atrisk households explore relationship maternal shared reading quality verbal interactivity engagement brain function story listening atrisk preschoolage children context behavioral evidence american academy pediatrics recommendations crosssectional study 22 healthy 4yearold girls low socioeconomic status households completed functional magnetic resonance imaging using established story listening task followed videotaped observation uncoached motherdaughter reading ageappropriate picture book shared reading quality independently scored applying dialogic reading evidencebased criteria reflecting interactivity engagement applied predictor neural activation functional magnetic resonance imaging task controlling income maternal education shared reading quality scores generally low negatively correlated maternal distraction smartphones p 05 scores positively correlated activation leftsided brain areas supporting expressive complex language socialemotional integration working memory p 05 false discovery rate corrected maternal shared reading quality positively correlated brain activation supporting complex language executive function socialemotional processing atrisk preschoolage children findings represent novel neural biomarkers modifiable aspect home reading environment may influence foundational emergent literacy skills reinforce behavioral evidence american academy pediatrics recommendations underscore potential dialogic reading interventions promote healthy brain development especially atrisk households