Hyperconnectivity during screen-based stories listening is associated with lower narrative comprehension in preschool children exposed to screens vs dialogic reading: An EEG study

Autoři: Rola Farah aff001;  Raya Meri aff001;  Darren S. Kadis aff002;  John Hutton aff004;  Thomas DeWitt aff004;  Tzipi Horowitz-Kraus aff001
Působiště autorů: Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel aff001;  Division of Neurology, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America aff002;  Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America aff003;  Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, Ohio, United States of America aff004;  Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America aff005
Vyšlo v časopise: PLoS ONE 14(11)
Kategorie: Research Article
doi: 10.1371/journal.pone.0225445



Dialogic reading (DR) is a shared storybook reading intervention previously shown to have a positive effect on both literacy and general language skills. The aim of this study was to examine the effect of DR compared to screen-based intervention on electrophysiological markers supporting narrative comprehension using EEG.


Thirty-two typically developing preschoolers, ages 4 to 6 years, were assigned to one of two intervention groups: Dialogic Reading Group (DRG, n = 16) or Screen Story Group (SSG, n = 16). We examined the effect of intervention type using behavioral assessment and a narrative comprehension task with EEG.


The DRG showed improved vocabulary and decreased functional connectivity during the stories-listening task, whereas the SSG group showed no changes in vocabulary or connectivity. Significantly decreased network strength and transitivity and increased network efficiency were observed in the DRG following intervention. Greater network strength and transitivity at follow-up were correlated with increased vocabulary.


The results suggest the beneficial effect of DR in preschool-age children on vocabulary and EEG-bands related to attention in the ventral stream during narrative comprehension. Decreased functional connectivity may serve as a marker for language gains following reading intervention.


DR intervention for preschool-age children may reduce interfering connections related to attention, which is related to better narrative comprehension.

Klíčová slova:

Attention – Electroencephalography – Children – Language – Literacy – Neural pathways – Vision – Vocabulary


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2019 Číslo 11