Research using functional and structural magnetic resonance imaging has identified areas of reduced brain activation and gray matter volume in children and adults with reading disability, but associations between cortical structure and individual differences in reading in typically developing children remain underexplored. Furthermore, the majority of research linking gray matter structure to reading ability quantifies gray matter in terms of volume, and cannot specify unique contributions of cortical surface area and thickness to these relationships. Here, we applied a continuous analytic approach to investigate associations between distinct surface-based properties of cortical structure and individual differences in reading-related skills in a sample of typically developing young children. Correlations between cortical structure and reading-related skills were conducted using a surface-based vertex-wise approach. Cortical thickness in the left superior temporal cortex was positively correlated with word and pseudoword reading performance. The observed positive correlation between cortical thickness in the left superior temporal cortex and reading may have implications for the patterns of brain activation that support reading.

中文翻译：

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灰质结构与典型培养年轻读者的阅读技巧有关。

使用功能性和结构性磁共振成像的研究已经确定了阅读障碍儿童和成人大脑活动减少和灰质体积减少的区域，但皮层结构与正常发育儿童的阅读个体差异之间的关联仍未得到充分探索。此外，大多数将灰质结构与阅读能力联系起来的研究是根据体积对灰质进行量化的，并且无法具体说明皮质表面积和厚度对这些关系的独特贡献。在这里，我们应用了一种连续分析方法来研究皮质结构的不同表面特性与典型发育幼儿样本中阅读相关技能的个体差异之间的关联。皮质结构和阅读相关技能之间的相关性是使用基于表面的顶点方法进行的。左侧颞上皮层的皮质厚度与单词和伪单词的阅读表现呈正相关。观察到的左侧颞上皮层皮质厚度与阅读之间的正相关可能对支持阅读的大脑激活模式有影响。