Sulcal anatomy of ventral temporal cortex and reading development

Abstract

Individual differences in cognitive abilities have been linked to variability in cortical folding, a stable neuroanatomical scaffold largely established in utero. In the domain of reading, recent findings in small groups of typical readers suggest that a sulcal interruption (superficial annectant gyrus, gyral gap) in the left posterior occipital temporal sulcus (lhpOTS) predicts better reading skills, posing the lhpOTS as a potential early biomarker of reading difficulties. However, it remains unknown whether this relationship found in typical readers generalizes to the dyslexic population and whether the lhpOTS can serve as a biomarker for dyslexia or predict response to targeted instruction.To fill these gaps, we examine the patterns of the lhpOTS in 209 children, including children with dyslexia, from four independently-collected samples. In typical readers, we find that the relationship between the lhpOTS and reading skills is robust, replicating across binary and continuous quantifications of the sulcal interruption. However, lhpOTS patterns neither distinguish dyslexic children from typical readers nor do they predict response to intervention. Instead, targeted reading intervention drives long-term gains in reading skills that are equivalent irrespective of VOTC anatomy. Together, these findings distinguish neuroanatomical correlates of skilled reading from determinants of reading impairment and learning capacity and emphasize the importance of the educational environment in supporting reading acquisition for children with dyslexia. SIGNIFICANCE STATEMENTEarly predictors of dyslexia are important for understanding the etiology of reading difficulties and informing early intervention. One candidate biomarker for dyslexia is the left posterior occipital temporal sulcus (lhpOTS), a neuroanatomical feature established before birth. In typical readers, the presence of an interruption in the lhpOTS has been linked to better reading skills. Here, we examine this neuroanatomical feature in 209 children with and without dyslexia. While the lhpOTS reliably relates to reading skill in typical readers, it neither differentiates dyslexic from typical readers nor predicts response to intensive reading intervention. These results show that brain anatomy reflects reading proficiency but does not constrain learning and highlights the power of targeted intervention to support reading development.