Author

Ayan Mitra

Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

Educational Leadership and Policies

First Advisor

Lucy K. Spence

Abstract

With advancement in brain research, neuroscience researchers have collectively informed our understanding of reading-related processes. Despite an extensive body of literature, many educators are not aware of specific neuroimaging findings related to phonological processing and word reading. Therefore, the study builds on this body of research by exploring the connection between the brain and reading scores. Quantitative EEG and standardized academic achievement analyses were performed on 60 school-aged children. Intrahemispheric coherence analysis at rest were conducted across the sample of participants and several coherence networks were extracted and compared to standardized reading achievement scores. Specifically, networks that included Brodmann area 44 and 45 (Brocas Area-associated with reading) whose coherence values were significantly correlated with standardized reading scores were examined. Results indicate total of five coherence networks across the two brain hemispheres, that are correlated with reading achievement scores in children. In addition to Brodmann area 44 and 45, these coherence networks include BAs in the left frontotemporal lobe, right occipitotemporal lobe, left temporoparietal lobe, and the right occipital lobe. This dissertation seeks to disseminate this information to an audience of educators. Findings discussed in this dissertation include the QEEG coherence patterns specifically associated with letter word identification, reading fluency, passage comprehension, and broad reading scores measured by the Woodcock Johnson III Test of Achievement contributing to educators’ understanding of brain connectivity in relation to reading performance.

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