Abstract #4642

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

Jess E Reynolds^1,2,3, Kathryn Y Manning^1,2,3, Dmitrii Paniukov^1,2,3,4, Deborah Dewey^2,3,4,5, and Catherine Lebel^1,2,3

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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