Home reading environment and brain activation in preschool children listening to stories
Open accessAbstract
BACKGROUND AND OBJECTIVES: Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level–dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning). METHODS: Nineteen 3- to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level–dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation. RESULTS: Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P < .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a “hub” region supporting semantic language processing, controlling for household income. CONCLUSIONS: In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy.
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In 2-5 year olds, increased home literacy exposure impacts the developing brain.
“A study of 19 2–5-y-olds also found that increased home literacy exposure can impact the developing brain [108].”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [108]
The Abstract reports 19 participating families, but describes the eligible children as 3–5 years old, not 2–5. The Conclusions report an association between home reading environment and brain activation and suggest that reading may shape the developing brain; the study does not establish a causal impact. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe home reading environment's fostering of brain development could potentially help with hyperactivity/inattention both at this age and at the onset of adolescence.
“which could potentially help with hyperactivity/inattention both at this age and at the onset of adolescence (Hutton et al., 2015).”
From Longitudinal associations between reading for pleasure and child maladjustment: Results from a propensity score matching analysis (2020) · cites this paper as Hutton et al., 2015
The Abstract and Conclusions report an association between the home reading environment and brain activation in preschool children. They do not address hyperactivity or inattention, or outcomes at the onset of adolescence. The paper also cautions that its cross-sectional design cannot establish that reading causes changes in brain development. (LLM, conf=0.87)
Experimental — accuracy not yet measuredResearch on preschool children found that the home reading environment fosters brain development.
“Additionally, research on preschool children found that the home reading environment fosters brain development”
From Longitudinal associations between reading for pleasure and child maladjustment: Results from a propensity score matching analysis (2020) · cites this paper as Hutton et al., 2015
The Abstract reports that greater home reading exposure in preschool children was associated with stronger activation in brain regions involved in language and narrative processing. The Conclusions describe this as an association and say reading may shape the developing brain; the study does not establish that the home reading environment causes brain development. (LLM, conf=0.86)
Experimental — accuracy not yet measuredChildren with greater home reading exposure show higher brain activation in semantic processing areas while listening to stories.
“While listening to stories, children who had greater exposure to reading at home showed higher levels of brain activation in areas related to semantic processing, suggesting a neurobiological mechanism linking early reading activities to positive child literacy outcomes.”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [108]
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- Authors
- Hutton, J. S., Horowitz-Kraus, T., Mendelsohn, A. L., DeWitt, T., Holland, S. K., & the C-MIND Authorship Consortium
- Affiliations
- Division of General and Community Pediatrics,
- Bellevue Hospital Center (US)
- Cincinnati Children's Hospital Medical Center (US)
- Corresponding author
- Hutton, John S.
- Venue
- Pediatrics
- Publisher
- American Academy of Pediatrics (AAP)
- Published
- 2015-09-01
- Volume
- 136
- Issue
- 3
- Pages
- 466-478
- ISSN
- 0031-4005 (ISSN-L)
- 1098-4275
- PMC
- PMC9923605
- OpenAlex
- W2144288786
- Cited by
- 189
- References
- 70
- Citations by year
- 2026: 13 · 2025: 15 · 2024: 24 · 2023: 16 · 2022: 15 · 2021: 27 · 2020: 20 · 2019: 16 · 2018: 16 · 2017: 13 · 2016: 12 · 2015: 2
- FWCI
- 36.06
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- PEDIATRICS (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- OhioLink ETD Center (Ohio Library and Information Network) (submittedVersion)
- Funders
- National Institutes of Health
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HHSN275200900018C)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- parent-child reading, home reading environment, story listening, preschool children, brain activation, semantic processing, narrative comprehension, mental imagery, emergent literacy, household income, neural markers, language development
- MeSH terms
- Brain, Child Language, Child, Preschool, Gyrus Cinguli, Humans, Longitudinal Studies, Magnetic Resonance Imaging, Occipital Lobe, Oxygen, Parent-Child Relations, Parietal Lobe, Reading, Social Environment, Temporal Lobe, Comprehension
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