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Functional Connectivity Fingerprints of Emerging Reading Skill in the First Months of Schooling

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Title: Functional Connectivity Fingerprints of Emerging Reading Skill in the First Months of Schooling
Language: English
Authors: Rebecca A. Marks, Florence Bouhali, Xin Sun, Jocelyn F. Caballero, Olga Kepinska, Yuuko Uchikoshi, Adriene Beltz, Ioulia Kovelman, Fumiko Hoeft
Source: Developmental Science. 2026 29(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Sponsoring Agency: National Institutes of Health (NIH) (DHHS)
Contract Number: R01HD094834
R01HD096261
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Young Children, Reading Skills, Individual Differences, Beginning Reading, Cognitive Development, Brain
DOI: 10.1111/desc.70142
ISSN: 1363-755X
1467-7687
Abstract: The transition from pre-reading to early word reading skill in early childhood is a time of profound developmental change. To understand changes in brain networks associated with reading development, this study examined individual differences in functional connectivity for reading at the start of formal literacy instruction. Sixty-six kindergarteners (ages 5-6) completed a visual word processing task during functional magnetic resonance imaging (fMRI). Based on standardized literacy assessments, participants were characterized as Pre-Readers (alphabetic knowledge but unable to read words) or Beginning Readers (some word reading ability). We compared patterns of task-based functional connectivity between children at different stages of literacy development using confirmatory subgroup Group Iterative Multilevel Model Estimation (cs-GIMME). cs-GIMME is a data-driven method that estimates individualized network connections between "a priori" regions of interest. Pre- and Beginning Readers did not differ in overall network complexity (number of functional connections between regions of interest). However, distinct periods of reading development corresponded to differences in network centrality, defined as the proportion of network connections involving specific regions of interest. Pre-Readers had more distributed connections and greater within-right hemisphere connectivity. In comparison, Beginning Readers demonstrated more symmetrical network organization, and greater centrality of the Visual Word Form Area and other left hemisphere language hubs. Increased reading skill was linearly associated with increased left lateralization, potentially reflecting more mature networks and greater print processing efficiency. These findings provide novel insights into child brain development during the first year of formal schooling by revealing links between emerging literacy skills and functional neural connectivity.
Abstractor: As Provided
Notes: https://osf.io/xh49r
Entry Date: 2026
Accession Number: EJ1498371
Database: ERIC
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  Data: Functional Connectivity Fingerprints of Emerging Reading Skill in the First Months of Schooling
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+A%2E+Marks%22">Rebecca A. Marks</searchLink><br /><searchLink fieldCode="AR" term="%22Florence+Bouhali%22">Florence Bouhali</searchLink><br /><searchLink fieldCode="AR" term="%22Xin+Sun%22">Xin Sun</searchLink><br /><searchLink fieldCode="AR" term="%22Jocelyn+F%2E+Caballero%22">Jocelyn F. Caballero</searchLink><br /><searchLink fieldCode="AR" term="%22Olga+Kepinska%22">Olga Kepinska</searchLink><br /><searchLink fieldCode="AR" term="%22Yuuko+Uchikoshi%22">Yuuko Uchikoshi</searchLink><br /><searchLink fieldCode="AR" term="%22Adriene+Beltz%22">Adriene Beltz</searchLink><br /><searchLink fieldCode="AR" term="%22Ioulia+Kovelman%22">Ioulia Kovelman</searchLink><br /><searchLink fieldCode="AR" term="%22Fumiko+Hoeft%22">Fumiko Hoeft</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Science%22"><i>Developmental Science</i></searchLink>. 2026 29(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 2026
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  Data: National Institutes of Health (NIH) (DHHS)
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Brain%22">Brain</searchLink>
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  Data: 10.1111/desc.70142
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  Data: 1363-755X<br />1467-7687
– Name: Abstract
  Label: Abstract
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  Data: The transition from pre-reading to early word reading skill in early childhood is a time of profound developmental change. To understand changes in brain networks associated with reading development, this study examined individual differences in functional connectivity for reading at the start of formal literacy instruction. Sixty-six kindergarteners (ages 5-6) completed a visual word processing task during functional magnetic resonance imaging (fMRI). Based on standardized literacy assessments, participants were characterized as Pre-Readers (alphabetic knowledge but unable to read words) or Beginning Readers (some word reading ability). We compared patterns of task-based functional connectivity between children at different stages of literacy development using confirmatory subgroup Group Iterative Multilevel Model Estimation (cs-GIMME). cs-GIMME is a data-driven method that estimates individualized network connections between "a priori" regions of interest. Pre- and Beginning Readers did not differ in overall network complexity (number of functional connections between regions of interest). However, distinct periods of reading development corresponded to differences in network centrality, defined as the proportion of network connections involving specific regions of interest. Pre-Readers had more distributed connections and greater within-right hemisphere connectivity. In comparison, Beginning Readers demonstrated more symmetrical network organization, and greater centrality of the Visual Word Form Area and other left hemisphere language hubs. Increased reading skill was linearly associated with increased left lateralization, potentially reflecting more mature networks and greater print processing efficiency. These findings provide novel insights into child brain development during the first year of formal schooling by revealing links between emerging literacy skills and functional neural connectivity.
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  Data: https://osf.io/xh49r
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  Data: 2026
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