Grant: Operating Grant

Problems with language and reading are common in children, and can lead to lifelong difficulties in school and adult life (i.e., career). Structural brain abnormalities are associated with reading problems in school-aged children, and these abnormalities might exist before reading begins. However, very few studies have examined brain development in young children, and it is not known how brain structure and language are related during early childhood. Our objective is to investigate the relationships between language abilities and brain structure in young children (2.5-6.5 years), and how they are associated with early reading ability at school age (4.5-6.5 years). We think that brain areas known to be associated with language and reading in older children will be more mature in young children with better language abilities than in children with poor language ability. We also think that faster brain development will predict better early reading ability when children start school (age 4.5-6.5 years). To test this, we will measure language ability and brain structure using magnetic resonance imaging (MRI) in children aged 2.5-6.5 years. We will follow these children twice a year for two years, and measure their early reading skills at age 4.5-6.5 years. Understanding relationships between language, early reading, and structural brain maturation in young children will help identify times when treatments may be most effective. We hope that, ultimately, this will support healthy development in children and improve outcomes for children with language and reading difficulties.