The Influence of Executive Processing on Reading Comprehension During Adolescence

Author:

Banich Marie T.12ORCID,Wang Kai3,Kim Hyojeong1,Leopold Daniel R.1,Reineberg Andrew E.45,Thompson Lee A.6,Willcutt Erik G.24,Cutting Laurie E.7,Petrill Stephen A.8ORCID

Affiliation:

1. Institute of Cognitive Science University of Colorado Boulder

2. Department of Psychology and Neuroscience University of Colorado Boulder

3. Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, China; School of Psychology South China Normal University

4. Institute for Behavioral Genetics University of Colorado Boulder

5. Department of Radiology University of Pittsburgh

6. Department of Psychological Sciences Case Western Reserve University

7. Department of Special Education Vanderbilt University

8. Department of Psychology Ohio State University

Abstract

AbstractThis paper reviews three studies investigating the relationship between brain regions involved in executive control and those involved in reading comprehension in typically‐developing teens. In the first study, three regions of posterior left lateral prefrontal cortex (i.e., precentral gyrus, inferior frontal junction, inferior frontal gyrus) were consistently activated across three task domains: reading comprehension, numerical estimation, and executive processes in working memory, suggesting these regions exert domain‐general executive control. In a second study, brain activity in the precentral gyrus during reading comprehension was found to be associated with individual differences in reading achievement. A subsequent investigation indicated that while all three prefrontal regions exhibit greater connectivity to the angular gyrus during reading comprehension compared to symbol identification, each also exhibits unique connectivity to distinct posterior regions implicated in reading processes. Hence, reading difficulties during adolescence may arise, in part, from difficulties in executive control over processing in language‐related brain regions.

Funder

National Institute of Child Health and Human Development

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

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