Reciprocal Prediction between Reading and Cognitive Flexibility Development in Children and the Mediating Role Of The Left Middle Frontal Gyrus

Abstract

The development of reading and cognitive flexibility is crucial for success in childhood and adulthood.Previous studies have linked the emergence of executive function and learning to read in preschool children.However,it is unclear how learning to read and cognitive flexibility affect each other and whether development of structural and functional connectivity in the brain may mediate this relationship.In this longitudinal study,we investigated the reciprocal prediction between reading and cognitive flexibility and the neural mediators of this relationship among school-age children.We recruited 343 children(45.19% girls,mean age:10.13±1.41years)and assessed their reading and cognitive flexibility as well as structural and resting-state magnetic resonance imaging(MRI)scans at two time points.The results showed a significant reciprocal prediction between reading and cognitive flexibility.Reading significantly contributed to the development of cognitive flexibility,regardless of the reading level.In contrast,higher levels of cognitive flexibility promoted later reading,but lower levels did not.Furthermore,the left middle frontal gyrus acted as a regulatory center for both reading and cognitive flexibility development.Its increase in gray matter volume and strengthened regulation of the salience network significantly mediated the longitudinal prediction between reading and cognitive flexibility development.Thus,learning to read is not only challenging for school children but also contributes to cognitive flexibility and brain development

Keywords: reading, cognitive flexibility, left middle frontal gyrus, salience network, school-age children