Relationships between gray matter volume and reading ability in typically developing children, adolescents, and young adults

Abstract

Reading is explicitly taught and foreshadows academic and vocational success. Studies comparing typical readers to those with developmental dyslexia have identified anatomical brain differences in bilateral temporo-parietal cortex, left temporo-occipital cortex, and bilateral cerebellum. Yet, it is unclear whether linear relationships exist between these brain structures and single real word reading ability in the general population. If dyslexia represents the lower end of the normal continuum, then relationships between gray matter volume (GMV) and reading ability would exist for all reading levels. Our study examined this question using voxel-based morphometry in a large sample (n = 404) of typically developing participants aged 6–22 derived from the NIH normative database. We tested correlations between individual GMV and single word reading and found none. After dividing this sample into groups based on age and on sex, we only found results in the group aged 15–22: positive correlations between GMV in left fusiform gyrus and reading, driven by females; and in right superior temporal gyrus in males. Multiple regressions also yielded no results, demonstrating that there is no general linear relationship between GMV and single real word reading ability. This provides an important context by which to interpret findings of GMV differences in dyslexia. Keywords: Voxel-based morphometry, Reading, Dyslexia, Gray matter volume, Neuroimaging, NIH, Normative database