Executive-Function Networks in Listening and Reading Comprehension: A Comparison of Children With SeLECTS, Children With Reading Difficulties, and Typical Readers

Abstract

Children with Self-Limited Epilepsy with Centro-Temporal Spikes (SeLECTS) display deficits in both listening and reading comprehension, as well as in executive functions (EFs). The aim of the current study was to investigate differences in EF involvement—operationalized as the correlation between the resting-state functional connectivity of EF networks and comprehension scores—during listening and reading comprehension in children with SeLECTS (ages 8-15 years, n = 17), and compare findings to age-matched children with reading difficulties (RD, n = 16) and to typical readers (TR, n = 38). Functional connectivity of sensory and EF-related networks supporting both listening and reading comprehension was determined based on a resting-state functional magnetic resonance imaging scan. Behavioral data included both reading and EF testing batteries. Behavioral and functional connectivity within and between networks were compared between study groups. Children with SeLECTS achieved near-normal scores in reading comprehension but below-normal scores in listening comprehension. Yet, the correlation between functional connectivity of EF networks and reading comprehension was decreased compared with both control groups. On the other hand, during listening comprehension, children with SeLECTS engaged EF and sensory networks in a fashion similar to the RD group, and to a lesser extent than typical readers. Children with SeLECTS performed worse than both control groups in phonemic awareness and in 2 EF-related abilities, speed of processing and visual attention. Children with SeLECTS display a unique pattern of language impairments that is more evident during listening comprehension. Yet, the underlying functional connectivity of EF-related networks shows results that are inconsistent compared with children with RD or TR.