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04-09-2020 | Original Article | Uitgave 4/2021

Child Psychiatry & Human Development 4/2021

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

Tijdschrift:
Child Psychiatry & Human Development > Uitgave 4/2021
Auteurs:
Tzipi Horowitz-Kraus, Mark DiFrancesco, Paige Greenwood, Elisha Scott, Jennifer Vannest, John Hutton, Jon Dudley, Mekibib Altaye, Rola Farah
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10578-020-01053-x) contains supplementary material, which is available to authorized users.

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Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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.

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