Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive F
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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 Tzipi Horowitz‑Kraus1,2,3,5 · Mark DiFrancesco4,5 · Paige Greenwood3,5 · Elisha Scott3 · Jennifer Vannest3 · John Hutton3 · Jon Dudley3 · Mekibib Altaye3 · Rola Farah1,2 Accepted: 27 August 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
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. Keywords Screen exposure · Reading ability · Dyslexia · Functional connectivity · Resting state · Cognitive control
Introduction Screen Exposure and the Reading Network: A “Competition” for EF? 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. * Tzipi Horowitz‑Kraus [email protected] 1
Educational Neuroimaging Center, Faculty of Biomedical Engineering, Technion, Israel
2
Faculty of Education in Science and Technology, Technion, Israel
3
Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH 45229‑3039, USA
4
Department of Radiology, Imaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
5
College of Medicine, University of Cincinnati, Cincinnati, OH, USA
A growing number of reports suggest that children around the world are spending an excessive amount of time in front of digital screens [1], with national reports of an average screen time per day of 3.20 h (SD = 2.40 h) [2]. Hence, various recommendations have been advanced [1] about the appropriate amount of time children should spend viewing digital content. This media overload has been suggested to be associated with mental illness [3], chronic physical conditions (e.g. diabetes) [4], sleep disorders [5] and more. One suggestion is that increased stimulation by screens may be related to restless behavior
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