Top

Gepubliceerd in:

04-09-2020 | Original Article

Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers

Auteurs: Tzipi Horowitz-Kraus, Mark DiFrancesco, Paige Greenwood, Elisha Scott, Jennifer Vannest, John Hutton, Jon Dudley, Mekibib Altaye, Rola Farah

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 4/2021

Abstract

An adverse relationship between screen exposure time and brain functional/structural connectivity was reported in typically developing children, specifically related to neurobiological correlates of reading ability. As children with reading difficulties (RD) suffer from impairments in reading and executive functions (EF), we sought to determine the association between the ratio of screen time duration to reading time duration and functional connectivity of EF networks to the entire brain in children with RD compared to typical readers (TRs) using resting state data. Screen/reading time ratio was related to reduced reading and EF abilities. A larger screen/reading time ratio was correlated with increased functional connectivity between the salience network and frontal-EF regions in children with RD compared to TRs. We suggest that whereas greater screen/reading time ratio is related to excessive stimulation of the visual processing system in TRs, it may be related to decreased efficiency of the cognitive control system in RDs.

vorige artikel Predictors of Treatment Satisfaction Among Adolescents Following an Intensive Cognitive-Behavioral Intervention for Panic Disorder

volgende artikel Curvilinear Relations Between Preschool-Aged Children’s Effortful Control and Socioemotional Problems: Racial-Ethnic Differences in Functional Form

Alleen toegankelijk voor geautoriseerde gebruikers

WHO (2019) To grow up healthy, children need to sit less and play more. WHO, Geneva

Twenge JM, Campbell WK (2018) Associations between screen time and lower psychological well-being among children and adolescents: evidence from a population-based stud. Prev Med Rep 12:271–283PubMedPubMedCentral

Bányai F, Zsila Á, Király O, Maraz A, Elekes Z, Griffiths MD, Andreassen CS, Demetrovics Z (2017) Problematic social media use: results from a large-scale nationally representative adolescent sample. PLoS ONE 12(1):e0169839PubMedPubMedCentral

Hardy LL et al (2010) Screen time and metabolic risk factors among adolescents screen time and metabolic risk factors in teens. JAMA Pediatrics 164(7):643–649

Boone JE et al (2007) Screen time and physical activity during adolescence: longitudinal effects on obesity in young adulthood. Int J Behav Nutr Phys Activity 4(1):26

Zivan M, Bar S, Xiang J, Hutton J, Farah R, Horowitz-Kraus T (2019) Screen-exposure and altered brain activation related to attention in preschool children: an EEG study. Trends Neurosci Educ 17:1–5

Hutton J, Dudley J, DeWitt T, Horowitz-Kraus T, Holland SK (2020) Associations between screen-based media use and brain white matter integrity in preschool-age children. JAMA Pediatrics 174(1):e193869PubMed

Paulus MP, Squeglia LM, Bagot K, Jacobus J, Kuplicki R, Breslin FJ, Bodurka J, Morris A, Thompson WK, Bartsch H, Tapert SF (2019) Screen media activity and brain structure in youth: evidence for diverse structural correlation networks from the ABCD study. NeuroImage 185:140–153PubMed

He Z, Shao S, Zhou J, Ke J, Kong R, Guo S, Zhang J, Song R (2014) Does long time spending on the electronic devices affect the reading abilities? A cross-sectional study among Chinese school-aged children. Res Dev Disabil 35:3645–3654PubMed

10.

Igbokwe JC, Obidike NE, Ezeji EC (2012) Influence of electronic media on reading ability of school children. Libr Philos Pract 8(2):120–135

11.

Horowitz- Kraus T, Hutton J (2017) More screen time correlates with decreased functional connectivity in reading-related brain regions. In: Human brain mapping mapping organization. Vancouver, Canada

12.

Li R, Chen K, Fleisher AS, Reiman EM, Yao L, Wu X (2011) Large-scale directional connections among multi resting-state neural networks in human brain: a functional MRI and Bayesian network modeling study. NeuroImage 56:1035–1042PubMed

13.

Lissak G (2018) Adverse physiological and psychological effects of screen time on children and adolescents: literature review and case study. Environ Res 164:149–157PubMed

14.

Elton A, Gao W (2014) Divergent task-dependent functional connectivity of executive control and salience networks. Cortex 51:56–66PubMed

15.

Twait T, Farah R, Horowitz-Kraus T (2018) Decreased functional connectivity of the salience network during narrative comprehension in children with reading difficulties: an fMRI study. Clin Neuroimage 20:987–992PubMed

16.

Horowitz-Kraus T (2014) Pinpointing the deficit in executive functions in adolescents with dyslexia performing the Wisconsin card sorting test: an ERP study. J Learn Disabil 47(3):208–223PubMed

17.

IDA (2011) Definition of dyslexia-based in the initial definition of the Research Committee of the Orton Dyslexia Society, former name of the IDA, done in 1994. In: International Dyslexia Association

18.

Levinson O, Hershey A, Farah R, Horowitz-Kraus T (2018) Altered functional connectivity of the executive-functions network during a Stroop task in children with reading difficulties. Brain Connect 8(8):516–525PubMedPubMedCentral

19.

Horowitz-Kraus T, Breznitz Z (2008) An error-detection mechanism in reading among dyslexic and regular readers—an ERP study. Clin Neurophysiol 119(10):2238–2246PubMed

20.

Horowitz-Kraus T, Toro-Serey C, DiFrancesco M (2015) Increased resting-state functional connectivity in the cingulo-opercular cognitive-control network after intervention in children with reading difficulties. PLoS ONE 10(7):e0133762PubMedPubMedCentral

21.

Horowitz-Kraus T et al (2015) Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties. Neuroimage Clin 8:619–630PubMedPubMedCentral

22.

Horowitz-Kraus T, Buck C, Dorrmann D (2016) Altered neural circuits accompany lower performance during narrative comprehension in children with reading difficulties: an fMRI study. Ann Dyslexia 66(3):301–318PubMed

23.

Collantoni E, Michelon S, Tenconia E, Degortes D, Titton F, Manar R, Clementi M, Pinato C, Forzan M, Cassin M, Santonastaso P, Favaro A (2016) Functional connectivity correlates of response inhibition impairment in anorexia nervosa. Psychiatry Res  247:9–16

24.

Pennington BF (2006) From single to multiple deficit models of developmental disorders. Cognition 101(2):385–413PubMed

25.

Kovelman I et al (2012) Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cereb Cortex 22(4):754–764PubMed

26.

Manly T, Robertson IH, Anderson V, Nimmo-Smith I (1999) TEA-Ch: the test of everyday attention for children manual. Thames Valley Test Company Limited, Bury St. Edmunds

27.

Dellis DC, Kaplan E, Kramer JH (2001) Delis-kaplan executive function system. Psychological Corporation, San Antonio

28.

Wechsler D, Scales PI, Index VC (2012) Wechsler preschool and primary scale of intelligence, 4th edn

29.

Wagner RK et al (2013) CTOPP-2: comprehensive test of phonological processing. Pro-ed, Austin

30.

Gioia GA et al (1996) Behavior rating inventory of executive function. Psychological Assessment Resources, Odessa

31.

Torgesen JK, Rashotte CA, Wagner RK (1999) TOWRE: test of word reading efficiency. Pro-ed , Austin

32.

Woodcock RW, McGrew KS, Mather N (2007) Woodcock-Johnson tests of achievement, three. Riverside Publishing, Rolling Meadows

33.

Wagner RK et al (2010) Test of silent reading efficiency and comprehension. Pro-ed, Austin

34.

Vannest J et al (2014) Factors determining success of awake and asleep magnetic resonance imaging scans in nonsedated children. Neuropediatrics 46:370–377

35.

Friston KJ et al (1995) Analysis of fMRI time-series revisited. Neuroimage 2(1):45–53PubMed

36.

Whitfield-Gabrieli S, Nieto-Castanon A (2012) Conn: a functional connectivity toolbox for correlated and anticorrelated brain networks. Brain Connect 2:125–141PubMed

37.

Baria AT et al (2011) Anatomical and functional assemblies of brain BOLD oscillations. J Neurosci 31:7910–7919PubMedPubMedCentral

38.

Farah R, Meri R, Kadis EDS, Hutton J, DeWitt T, Horowitz-Kraus T (2019) Hyperconnectivity during screen-based stories listening is associated with lower narrative comprehension in preschool children exposed to screens vs dialogic reading: an EEG study. PLoS ONE 14(11):e0225425

39.

Anderson P (2002) Assessment and development of executive function (EF) during childhood. Child Neuropsychol 8(2):71–82PubMed

40.

Hsu C, Jacobs AM, Altmann U, Conrad M (2015) The magical activation of left amygdala when reading harry potter: an fMRI Study on how descriptions of supra-natural events entertain and enchant. PLoS ONE 10(2):e0118179PubMedPubMedCentral

41.

Schlaggar BL, McCandliss BD (2007) Development of neural systems for reading. Annu Rev Neurosci 30:475–503PubMed

42.

McCandliss BD, Noble KG (2003) The development of reading impairment: a cognitive neuroscience model. Ment Retard Dev Disabil Res Rev 9(3):196–204PubMed

43.

Green SA, Hernandez L, Bookheimer M, Dapretto M (2016) Salience network connectivity in autism is related to brain and behavioral markers of sensory overresponsivity. J Am Acad Child Adolesc Psychiatry 55(7):618-626.e1PubMedPubMedCentral

44.

Artelt C, Schiefele U, Schneider W (2001) Predictors of reading literacy. Eur J Psychol Educ 16:363–383

45.

Hutton JS et al (2015) Home reading environment and brain activation in preschool children listening to stories. Pediatrics 136(3):466–478PubMed

46.

Horowitz-Kraus T et al (2014) Greater utilization of neural-circuits related to executive functions is associated with better reading: a longitudinal FMRI study using the verb generation task. Front Hum Neurosci 8:447PubMedPubMedCentral

47.

Horowitz-Kraus T, Vannest JJ, Kadis D, Cicchino N, Wang YY, Holland SK (2014) Reading acceleration training changes brain circuitry in children with reading difficulties. Brain Behav 4(6):886–902PubMedPubMedCentral

48.

Horowitz-Kraus T, Holland SK (2015) Greater functional connectivity between reading and error-detection regions following training with the reading acceleration program in children with reading difficulties. Ann Dyslexia. https://doi.org/10.1007/s11881-015-0096-9CrossRefPubMed

49.

Horowitz-Kraus T (2015) Improvement in non-linguistic executive functions following reading acceleration training in children with reading difficulties: an ERP study. Trends Neurosci Educ 4(3):77–86

Titel: Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers
Auteurs: Tzipi Horowitz-Kraus
Mark DiFrancesco
Paige Greenwood
Elisha Scott
Jennifer Vannest
John Hutton
Jon Dudley
Mekibib Altaye
Rola Farah
Publicatiedatum: 04-09-2020
Uitgeverij: Springer US
Gepubliceerd in: Child Psychiatry & Human Development / Uitgave 4/2021
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI: https://doi.org/10.1007/s10578-020-01053-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2021

Predictors of Treatment Satisfaction Among Adolescents Following an Intensive Cognitive-Behavioral Intervention for Panic Disorder

Impact of Motivation on Selected Aspects of Attention in Children with ADHD

Curvilinear Relations Between Preschool-Aged Children’s Effortful Control and Socioemotional Problems: Racial-Ethnic Differences in Functional Form

Association Between Prescribed Hypnotics in Infants and Toddlers and Later ADHD: A Large Cohort Study from Norway

Effectiveness of Behaviour Therapy for Children and Adolescents with Tourette Syndrome and Chronic Tic Disorder in a Naturalistic Setting

Developmental Course and Risk Factors of Physical Aggression in Late Adolescence