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. Author manuscript; available in PMC: 2021 May 1.
Published in final edited form as: Child Dev. 2019 Mar 28;91(3):846–860. doi: 10.1111/cdev.13239

Figure 5.

Figure 5.

Home language input was significantly indirectly associated with children’s reading skills via left perisylvian cortical surface area (SA; N = 42). The solid line from language input to reading skills represents the total association (c path). The dotted line represents the direct association (c’ path). Covariates were child age, sex, ethnicity, audio recording time, and parental education. + p < .10; * p < .05; *** p < .001