Interactive reading may ‘turbocharge’ your child’s brain

Washington, Engaging children while reading to them can better activate their brains, say scientists who suggest that simply speaking words aloud from a book may not be enough to improve cognitive development in toddlers.
Functional magnetic resonance imaging (fMRI) found significantly greater brain activation in 4-year-old children who were more highly engaged during story listening, suggesting a novel improvement mechanism of engagement and understanding.
The study, led by researchers at Cincinnati Children’s Hospital Medical Centre in the US, reinforces the value of “dialogic reading,” where the child is encouraged to actively participate.
“The takeaway for parents in this study is that they should engage more when reading with their child, ask questions, have them turn the page, and interact with each other,” said John Hutton, a pediatrician at Cincinnati Children’s Hospital.
“In turn, this could fuel brain activation – or turbocharge the development of literacy skills, particularly comprehension, in preschool aged children,” said Hutton, lead author of the study published in the journal PLOS ONE.
The study involved functional MRI scans of 22 four-year- old girls to explore the relationship between engagement and verbal interactivity during a mother-child reading observation and neural activation and connectivity during a story listening task.
Children exhibiting greater interest in the narrative showed increased activation in right-sided cerebellar areas of the brain, thought to support cognitive skill acquisition and refinement via connection to language, association and executive function areas.
“Our findings underscore the importance of interventions explicitly addressing both parent and child reading engagement, including awareness and reduction of distractions such as cellphones, which were the most common preventable barrier that we observed,” said Hutton.
Hutton said long-term studies are needed beginning in infancy to better understand mother-child factors contributing to healthy brain development and literacy skills, as this current study does not establish causation.