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 Accroding to the study, an important point to note is that while reading to children has many benefits, simply speaking the words aloud may not be enough to improve cognitive development in preschoolers. 
The findings reinforce the value of "dialogic reading," where the child is encouraged to actively participate.
Lead author of the study John Hutton, a pediatrician at Cincinnati Children's Hospital Medical Centre in the US, "The takeaway for parents in this study is that they should engage more when reading with their child, ask questions, have them turn the page, and interact with each other."
Functional magnetic resonance imaging (fMRI) found significantly greater brain activation in four-year-old children who were more highly engaged during story listening, suggesting a novel improvement mechanism of engagement and understanding.
Hutton said,"In turn, this could fuel brain activation -- or 'turbocharge' the development of literacy skills, particularly comprehension, in preschool-aged children."
The study involved functional MRI scans of 22 girls, age 4, to explore the relationship between engagement and verbal interactivity during a mother-child reading observation and neural activation and connectivity during a story listening task.
Children exhibiting greater interest in the narrative showed increased activation in right-sided cerebellar areas of the brain, thought to support cognitive skill acquisition and refinement via connection to language, association and executive function areas.

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