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People vary in this phonological processing ability, which has been hypothesized to result from variation in hemispheric asymmetries within brain regions that support language. A cerebral lateralization hypothesis predicts that more asymmetric brain structures facilitate the development of foundational reading skills like phonological processing. That is, structural asymmetries are predicted to linearly increase with ability. In contrast, a canalization hypothesis predicts that asymmetries constrain behavioral performance within a normal range. That is, structural asymmetries are predicted to quadratically relate to phonological processing, with average phonological processing occurring in people with the most asymmetric structures. These predictions were examined in relatively large samples of children (<jats:italic>N =<\/jats:italic> 424) and adults (<jats:italic>N<\/jats:italic> = 300), using a topological asymmetry analysis of T1-weighted brain images and a decoding measure of phonological processing. There was limited evidence of structural asymmetry and phonological decoding associations in classic language-related brain regions. However, and in modest support of the cerebral lateralization hypothesis, small to medium effect sizes were observed where phonological decoding accuracy increased with the magnitude of the largest structural asymmetry across left hemisphere cortical regions, but not right hemisphere cortical regions, for both the adult and pediatric samples. In support of the canalization hypothesis, small to medium effect sizes were observed where phonological decoding in the normal range was associated with increased asymmetries in specific cortical regions for both the adult and pediatric samples, which included performance monitoring and motor planning brain regions that contribute to oral and written language functions. Thus, the relevance of each hypothesis to phonological decoding may depend on the scale of brain organization.<\/jats:p>","DOI":"10.1371\/journal.pbio.3001591","type":"journal-article","created":{"date-parts":[[2022,4,5]],"date-time":"2022-04-05T17:22:26Z","timestamp":1649179346000},"page":"e3001591","update-policy":"https:\/\/doi.org\/10.1371\/journal.pbio.corrections_policy","source":"Crossref","is-referenced-by-count":14,"title":["Cortical asymmetries at different spatial hierarchies relate to phonological processing ability"],"prefix":"10.1371","volume":"20","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9286-7717","authenticated-orcid":true,"given":"Mark A.","family":"Eckert","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3621-2043","authenticated-orcid":true,"given":"Kenneth I.","family":"Vaden","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1782-9715","authenticated-orcid":true,"given":"Federico","family":"Iuricich","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"name":"Dyslexia Data Consortium","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"340","published-online":{"date-parts":[[2022,4,5]]},"reference":[{"issue":"2","key":"pbio.3001591.ref001","doi-asserted-by":"crossref","first-page":"192","DOI":"10.1037\/0033-2909.101.2.192","article-title":"The nature of phonological processing and its causal role in the acquisition of reading skills","volume":"101","author":"RK Wagner","year":"1987","journal-title":"Psychol Bull"},{"issue":"1","key":"pbio.3001591.ref002","doi-asserted-by":"crossref","first-page":"133","DOI":"10.1007\/s11145-017-9777-6","article-title":"A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade.","volume":"31","author":"CT Stanley","year":"2018","journal-title":"Read Writ"},{"issue":"1","key":"pbio.3001591.ref003","doi-asserted-by":"crossref","first-page":"175","DOI":"10.1111\/1467-9817.12312","article-title":"Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9-year period.","volume":"44","author":"SAH Lyster","year":"2021","journal-title":"J Res Read"},{"issue":"1","key":"pbio.3001591.ref004","doi-asserted-by":"crossref","first-page":"112","DOI":"10.1037\/0022-0663.98.1.112","article-title":"Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes.","volume":"98","author":"SA Petrill","year":"2006","journal-title":"J Educ Psychol"},{"key":"pbio.3001591.ref005","doi-asserted-by":"crossref","first-page":"175","DOI":"10.1016\/j.neubiorev.2020.11.016","article-title":"The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis.","volume":"121","author":"C Andreola","year":"2020","journal-title":"Neurosci Biobehav Rev"},{"issue":"5","key":"pbio.3001591.ref006","doi-asserted-by":"crossref","first-page":"1741","DOI":"10.1002\/hbm.22734","article-title":"How reliable are gray matter disruptions in specific reading disability across multiple countries and languages? 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