Learning to read increases the informativeness of distributed ventral temporal responses

Abstract

Becoming a proficient reader requires substantial learning over many years. However, it is unknown how learning to read affects development of distributed visual representations across human ventral temporal cortex (VTC). Using fMRI and a data-driven, computational approach, we quantified the development of distributed VTC responses to characters (pseudowords and numbers) vs. other domains in children, preteens, and adults. Results reveal anatomical- and hemisphere-specific development. With development, distributed responses to words and characters became more distinctive and informative in lateral but not medial VTC, and in the left but not right hemisphere. While development of voxels with both positive (that is, word-selective) and negative preference to words affected distributed information, only development of word-selective voxels predicted reading ability. These data show that developmental increases in informativeness of distributed left lateral VTC responses enable proficient reading and have important implications for both developmental theories and for elucidating neural mechanisms of reading disabilities.