{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,9]],"date-time":"2026-04-09T02:05:58Z","timestamp":1775700358339,"version":"3.50.1"},"reference-count":68,"publisher":"American Academy of Pediatrics (AAP)","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,3,1]]},"abstract":"<jats:sec>\n                  <jats:title\/>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>BACKGROUND AND OBJECTIVES:<\/jats:title>\n                  <jats:p>The American Academy of Pediatrics recommends literacy and school readiness promotion during well visits. The Reading House (TRH) is a children\u2019s book\u2013based screener of emergent literacy skills in preschool-aged children. Vocabulary, rhyming, and rapid naming are core emergent skills, and reading abilities are associated with thicker cortex in the left hemisphere. Our objective was to expand validity of TRH relative to these skills and explore association with cortical thickness.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>METHODS:<\/jats:title>\n                  <jats:p>Healthy preschool-aged children completed MRI including a T1-weighted anatomic scan. Before MRI, TRH and assessments of rapid naming (Comprehensive Test of Phonological Processing, Second Edition), rhyming (Pre-Reading Inventory of Phonological Awareness), vocabulary (Expressive Vocabulary Test, Second Edition), and emergent literacy (Get Ready to Read!) were administered. Analyses included Spearman-\u03c1 correlations (r\u03c1)accounting for age, sex, and socioeconomic status (SES). MRI analyses involved whole-brain measures of cortical thickness relative to TRH scores, accounting for covariates.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>RESULTS:<\/jats:title>\n                  <jats:p>Seventy children completed assessments (36\u201363 months old; 36 female) and 52 completed MRI (37\u201363 months; 29 female). TRH scores were positively correlated with Comprehensive Test of Phonological Processing, Second Edition (r\u03c1 = 0.61), Expressive Vocabulary Test, Second Edition (r\u03c1 = 0.54), Get Ready to Read! (r\u03c1 = 0.87), and Pre-Reading Inventory of Phonological Awareness scores (r\u03c1 = 0.64; all P &amp;lt; .001). These correlations remained statistically significant across age, sex, and SES groups. TRH scores were correlated with greater thickness in left-sided language and visual cortex (P\u2013family-wise error &amp;lt;.05), which were similar for higher SES yet more bilateral and frontal for low SES, reflecting a less mature pattern (P\u2013family-wise error &amp;lt;.10).<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>CONCLUSIONS:<\/jats:title>\n                  <jats:p>These findings expand validation evidence for TRH as a screening tool for preschool-aged children, including associations with emergent skills and cortical thickness, and suggest important differences related to SES.<\/jats:p>\n               <\/jats:sec>","DOI":"10.1542\/peds.2020-1641","type":"journal-article","created":{"date-parts":[[2021,2,4]],"date-time":"2021-02-04T09:32:20Z","timestamp":1612431140000},"source":"Crossref","is-referenced-by-count":9,"title":["Validation of <i>The Reading House<\/i> and Association With Cortical Thickness"],"prefix":"10.1542","volume":"147","author":[{"given":"John S.","family":"Hutton","sequence":"first","affiliation":[{"name":"Divisions of General and Community Pediatrics and"},{"name":"Reading and Literacy Discovery Center and"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jonathan","family":"Dudley","sequence":"additional","affiliation":[{"name":"Reading and Literacy Discovery Center and"},{"name":"Pediatric Neuroimaging Research Consortium, Cincinnati Children\u2019s Hospital Medical Center, Cincinnati, Ohio;"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Guixia","family":"Huang","sequence":"additional","affiliation":[{"name":"Biostatistics and Epidemiology, College of Medicine, University of Cincinnati and Cincinnati Children\u2019s Hospital Medical Center, Cincinnati, Ohio;"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tzipi","family":"Horowitz-Kraus","sequence":"additional","affiliation":[{"name":"Divisions of General and Community Pediatrics and"},{"name":"Reading and Literacy Discovery Center and"},{"name":"Pediatric Neuroimaging Research Consortium, Cincinnati Children\u2019s Hospital Medical Center, Cincinnati, Ohio;"},{"name":"Educational Neuroimaging Center, Technion Israel \u2013 Institute of Technology, Haifa, Israel; and"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Thomas","family":"DeWitt","sequence":"additional","affiliation":[{"name":"Divisions of General and Community Pediatrics and"},{"name":"Reading and Literacy Discovery Center and"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Richard F.","family":"Ittenbach","sequence":"additional","affiliation":[{"name":"Biostatistics and Epidemiology, College of Medicine, University of Cincinnati and Cincinnati Children\u2019s Hospital Medical Center, Cincinnati, Ohio;"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Scott K.","family":"Holland","sequence":"additional","affiliation":[{"name":"Medpace, Inc, Cincinnati, Ohio"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"417","published-online":{"date-parts":[[2021,3,1]]},"reference":[{"issue":"2","key":"2021121020304946500_B1","doi-asserted-by":"crossref","first-page":"e20171488","DOI":"10.1542\/peds.2017-1488","article-title":"Quality early education and child care from birth to kindergarten","volume":"140","author":"Donoghue","year":"2017","journal-title":"Pediatrics"},{"issue":"3","key":"2021121020304946500_B2","doi-asserted-by":"crossref","first-page":"e20162293","DOI":"10.1542\/peds.2016-2293","article-title":"The pediatrician\u2019s role in optimizing school readiness","volume":"138","author":"Council on Early Childhood","year":"2016","journal-title":"Pediatrics"},{"issue":"2","key":"2021121020304946500_B3","doi-asserted-by":"crossref","first-page":"404","DOI":"10.1542\/peds.2014-1384","article-title":"Literacy promotion: an essential component of primary care pediatric practice","volume":"134","author":"High","year":"2014","journal-title":"Pediatrics"},{"key":"2021121020304946500_B4","volume-title":"The State of Learning Disabilities: Understanding the 1 in 5","author":"Horowitz","year":"2017"},{"key":"2021121020304946500_B5","volume-title":"Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents","author":"American Academy of Pediatrics Bright Futures National Center","year":"2017","edition":"4th ed"},{"key":"2021121020304946500_B6","volume-title":"Early Childhood Longitudinal Program Birth Cohort (ECLS-B)","author":"National Center for Education Statistics","year":"2011"},{"key":"2021121020304946500_B7","volume-title":"Starting School at a Disadvantage: The School Readiness of Poor Children","author":"Center on Children and Families at Brookings","year":"2012"},{"issue":"5938","key":"2021121020304946500_B8","doi-asserted-by":"crossref","first-page":"280","DOI":"10.1126\/science.1171999","article-title":"Dyslexia: a new synergy between education and cognitive neuroscience","volume":"325","author":"Gabrieli","year":"2009","journal-title":"Science"},{"key":"2021121020304946500_B9","volume-title":"Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation","author":"The Annie E. 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