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Abstract #4642

Linked signatures of brain structure and microstructure at preschool age predict reading readiness in early childhood

Jess E Reynolds1,2,3, Kathryn Y Manning1,2,3, Dmitrii Paniukov1,2,3,4, Deborah Dewey2,3,4,5, and Catherine Lebel1,2,3
1Radiology, University of Calgary, Calgary, AB, Canada, 2Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada, 3Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada, 4Pediatrics, University of Calgary, Calgary, AB, Canada, 5Community Health Sciences, University of Calgary, Calgary, AB, Canada

We aimed to identify whether variations in grey and white matter brain structure during early childhood predict future pre-reading skills. We examined anatomical (T1-weighted) and diffusion tensor (DTI) images from 35 children at 3.5years(┬▒3months). Children were assessed for their pre-reading abilities using NEPSY-II subtests one year later (4.5years┬▒3months). A data-driven linked independent component analysis was used to identify components of DTI and morphometry measures with shared variability across subjects that related to pre-reading ability approximately a year later. Our results suggest the co-development of grey and white matter brain structures in early life predicts future pre-reading capabilities in preschool children.

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