The first year of formal schooling is a year of foundational reading and math learning, and individual differences emerging within this single year predict academic achievement decades later. Yet, how brain changes throughout this critical year relate to individual differences in reading and math learning remains uncharacterized. In this pre-registered study (https://osf.io/97ybe), we acquired monthly both behavioral assessments of reading- and math-learning, and diffusion-weighted MRI scans to measure white matter microstructure, across the first-grade year. Behavioral learning trajectories follow either a sigmoid for reading or an inverted-U for math. Month-to-month microstructural changes in the right middle longitudinal fasciculus predicted corresponding changes in math performance, but not in reading. Findings highlight white matter microstructure as a dynamic substrate of early math learning, and reveal a more general principle: rapid changes in white-matter microstructure during the foundational learning window may be associated with distinct academic domains.
Ren, X., Booth, J. R., Amorosino, G., Pestilli, F., Vinci-Booher, S.
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