Relation between Cardiac Patterns and Reading Performance in Second and Fourth Grade Children

Abstract

The purpose of the present study was to determine the relationship between reading performance and cardiac response patterns in young children. Continuous cardiac measures were taken on second and fourth grade boys and girls performing a reading task under Stress or No-stress conditions. Stress was introduced in order to manipulate cardiac level. Results indicated a significant but complex relationship between reading performance and: (1) Cardiac Response Patterns (Basal Cardiac Rate, Performance Cardiac Rare, Cardiac Rate Change); (2) Stress and Cardiac Response Pattern interaction; and (3) sex and age. The results generally confirmed and expanded previous findings.