Kraft, IndraIndraKraftSchreiber, JanJanSchreiberCafiero, RiccardoRiccardoCafieroMetere, RiccardoRiccardoMetereSchaadt, GesaGesaSchaadtBrauer, JensJensBrauerNeef, Nicole E.Nicole E.NeefMüller, BentBentMüllerKirsten, HolgerHolgerKirstenBoltze, JohannesJohannesBoltzeFriederici, Angela D.Angela D.FriedericiSkeide, Michael A.Michael A.Skeide2022-03-052022-03-052016https://publica.fraunhofer.de/handle/publica/24523910.1016/j.neuroimage.2016.09.004Background: Recent studies suggest that neurobiological anomalies are already detectable in pre-school children with a family history of developmental dyslexia (DD). However, there is a lack of longitudinal studies showing a direct link between those differences at a preliterate age and the subsequent literacy difficulties seen in school. It is also not clear whether the prediction of DD in pre-school children can be significantly improved when considering neurobiological predictors, compared to models based on behavioral literacy precursors only. Methods: We recruited 53 pre-reading children either with (N=25) or without a family risk of DD (N=28). Quantitative T1 MNI data and literacy precursor abilities were assessed at kindergarten age. A subsample of 35 children was tested for literacy skills either one or two years later, that is, either in first or second grade. Results: The group comparison of quantitative T1 measures revealed significantly higher T1 intensities in the left anterior arcuate fascicle (AF), suggesting reduced myelin concentration in preliterate children at risk of DD. A logistic regression showed that DD can be predicted significantly better (p=.024) when neuroanatomical differences between groups are used as predictors (80%) compared to a model based on behavioral predictors only (63%).The Wald statistic confirmed that the T1 intensity of the left AF is a statistically significant predictor of DD (p<.05). Conclusions: Our longitudinal results provide evidence for the hypothesis that neuroanatomical anomalies in children with a family risk of DD are related to subsequent problems in acquiring literacy. Particularly, solid white matter organization in the left anterior arcuate fascicle seems to play a pivotal role.enarcuate fasciclecortical thicknessdevelopmental dyslexiadiffusion-weighted imagingquantitative T1reading616journal article