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Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children
To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations. In this cross-sectional s...
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| Published in: | The Journal of pediatrics 2017-12, Vol.191, p.204-211.e1 |
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| Main Authors: | , , , , , , |
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| container_end_page | 211.e1 |
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| container_title | The Journal of pediatrics |
| container_volume | 191 |
| creator | Hutton, John S. Phelan, Kieran Horowitz-Kraus, Tzipi Dudley, Jonathan Altaye, Mekibib DeWitt, Tom Holland, Scott K. |
| description | To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations.
In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education.
Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P |
| doi_str_mv | 10.1016/j.jpeds.2017.08.037 |
| format | article |
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In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education.
Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P < .05). Scores were positively correlated with activation in left-sided brain areas supporting expressive and complex language, social-emotional integration, and working memory (P < .05, false discovery rate corrected).
Maternal shared reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households.</description><identifier>ISSN: 0022-3476</identifier><identifier>EISSN: 1097-6833</identifier><identifier>DOI: 10.1016/j.jpeds.2017.08.037</identifier><identifier>PMID: 29173308</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Adult ; Brain - physiology ; Child, Preschool ; Cross-Sectional Studies ; dialogic reading ; early brain development ; emergent literacy ; Female ; functional MRI ; Functional Neuroimaging ; home reading environment ; Humans ; language networks ; Linear Models ; Literacy ; Magnetic Resonance Imaging ; Maternal Behavior ; Mother-Child Relations - psychology ; parent-child engagement ; Reading ; shared reading ; Social Class ; social-emotional processing ; story listening ; Verbal Behavior - physiology</subject><ispartof>The Journal of pediatrics, 2017-12, Vol.191, p.204-211.e1</ispartof><rights>2017 Elsevier Inc.</rights><rights>Copyright © 2017 Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c525t-4fc746dc1f4c08139870a9740df4fa583e6b1594769eb7276d9886ec2d17c3ef3</citedby><cites>FETCH-LOGICAL-c525t-4fc746dc1f4c08139870a9740df4fa583e6b1594769eb7276d9886ec2d17c3ef3</cites><orcidid>0000-0001-5945-3205</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29173308$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hutton, John S.</creatorcontrib><creatorcontrib>Phelan, Kieran</creatorcontrib><creatorcontrib>Horowitz-Kraus, Tzipi</creatorcontrib><creatorcontrib>Dudley, Jonathan</creatorcontrib><creatorcontrib>Altaye, Mekibib</creatorcontrib><creatorcontrib>DeWitt, Tom</creatorcontrib><creatorcontrib>Holland, Scott K.</creatorcontrib><title>Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children</title><title>The Journal of pediatrics</title><addtitle>J Pediatr</addtitle><description>To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations.
In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education.
Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P < .05). Scores were positively correlated with activation in left-sided brain areas supporting expressive and complex language, social-emotional integration, and working memory (P < .05, false discovery rate corrected).
Maternal shared reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households.</description><subject>Adult</subject><subject>Brain - physiology</subject><subject>Child, Preschool</subject><subject>Cross-Sectional Studies</subject><subject>dialogic reading</subject><subject>early brain development</subject><subject>emergent literacy</subject><subject>Female</subject><subject>functional MRI</subject><subject>Functional Neuroimaging</subject><subject>home reading environment</subject><subject>Humans</subject><subject>language networks</subject><subject>Linear Models</subject><subject>Literacy</subject><subject>Magnetic Resonance Imaging</subject><subject>Maternal Behavior</subject><subject>Mother-Child Relations - psychology</subject><subject>parent-child engagement</subject><subject>Reading</subject><subject>shared reading</subject><subject>Social Class</subject><subject>social-emotional processing</subject><subject>story listening</subject><subject>Verbal Behavior - physiology</subject><issn>0022-3476</issn><issn>1097-6833</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNp9kU2P0zAQhi0EYsvCL0BCOXJJGMdJbB9AKhVfUiU-Fm5IlmtPWlep3bWdSv33JHRZwYWTZfmZd8bzEPKcQkWBdq_21f6INlU1UF6BqIDxB2RBQfKyE4w9JAuAui5Zw7sr8iSlPQDIBuAxuaol5YyBWJCfNzsd0RbfUFvnt8XXUQ8unwvtbfE2aueLpcnupLMLvrBjnJmbHOK5WLuU0c_3CfoSMZldCEO53GKx2rnBRvRPyaNeDwmf3Z3X5Mf7d99XH8v15w-fVst1adq6zWXTG9501tC-MSAok4KDlrwB2ze9bgXDbkNbOf1D4obXvLNSiA5NbSk3DHt2Td5cco_j5oDWoM9RD-oY3UHHswraqX9fvNupbTiplteCinYKeHkXEMPtiCmrg0sGh0F7DGNSVHZS1tM2Z5RdUBNDShH7-zYU1OxF7dVvL2r2okCoyctU9eLvCe9r_oiYgNcXAKc9nRxGlYxDb9C6iCYrG9x_G_wC38OhAg</recordid><startdate>201712</startdate><enddate>201712</enddate><creator>Hutton, John S.</creator><creator>Phelan, Kieran</creator><creator>Horowitz-Kraus, Tzipi</creator><creator>Dudley, Jonathan</creator><creator>Altaye, Mekibib</creator><creator>DeWitt, Tom</creator><creator>Holland, Scott K.</creator><general>Elsevier Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-5945-3205</orcidid></search><sort><creationdate>201712</creationdate><title>Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children</title><author>Hutton, John S. ; Phelan, Kieran ; Horowitz-Kraus, Tzipi ; Dudley, Jonathan ; Altaye, Mekibib ; DeWitt, Tom ; Holland, Scott K.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c525t-4fc746dc1f4c08139870a9740df4fa583e6b1594769eb7276d9886ec2d17c3ef3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Adult</topic><topic>Brain - physiology</topic><topic>Child, Preschool</topic><topic>Cross-Sectional Studies</topic><topic>dialogic reading</topic><topic>early brain development</topic><topic>emergent literacy</topic><topic>Female</topic><topic>functional MRI</topic><topic>Functional Neuroimaging</topic><topic>home reading environment</topic><topic>Humans</topic><topic>language networks</topic><topic>Linear Models</topic><topic>Literacy</topic><topic>Magnetic Resonance Imaging</topic><topic>Maternal Behavior</topic><topic>Mother-Child Relations - psychology</topic><topic>parent-child engagement</topic><topic>Reading</topic><topic>shared reading</topic><topic>Social Class</topic><topic>social-emotional processing</topic><topic>story listening</topic><topic>Verbal Behavior - physiology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hutton, John S.</creatorcontrib><creatorcontrib>Phelan, Kieran</creatorcontrib><creatorcontrib>Horowitz-Kraus, Tzipi</creatorcontrib><creatorcontrib>Dudley, Jonathan</creatorcontrib><creatorcontrib>Altaye, Mekibib</creatorcontrib><creatorcontrib>DeWitt, Tom</creatorcontrib><creatorcontrib>Holland, Scott K.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>The Journal of pediatrics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hutton, John S.</au><au>Phelan, Kieran</au><au>Horowitz-Kraus, Tzipi</au><au>Dudley, Jonathan</au><au>Altaye, Mekibib</au><au>DeWitt, Tom</au><au>Holland, Scott K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children</atitle><jtitle>The Journal of pediatrics</jtitle><addtitle>J Pediatr</addtitle><date>2017-12</date><risdate>2017</risdate><volume>191</volume><spage>204</spage><epage>211.e1</epage><pages>204-211.e1</pages><issn>0022-3476</issn><eissn>1097-6833</eissn><abstract>To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations.
In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education.
Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P < .05). Scores were positively correlated with activation in left-sided brain areas supporting expressive and complex language, social-emotional integration, and working memory (P < .05, false discovery rate corrected).
Maternal shared reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>29173308</pmid><doi>10.1016/j.jpeds.2017.08.037</doi><orcidid>https://orcid.org/0000-0001-5945-3205</orcidid><oa>free_for_read</oa></addata></record> |
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| source | ScienceDirect Journals |
| subjects | Adult Brain - physiology Child, Preschool Cross-Sectional Studies dialogic reading early brain development emergent literacy Female functional MRI Functional Neuroimaging home reading environment Humans language networks Linear Models Literacy Magnetic Resonance Imaging Maternal Behavior Mother-Child Relations - psychology parent-child engagement Reading shared reading Social Class social-emotional processing story listening Verbal Behavior - physiology |
| title | Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children |
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