Fig. 1: Longitudinal changes of word recurrence graphs associated with reading acquisition.

a Longitudinal assessment during an entire school year considering vacations. Red dots highlight the measurements associated with time (marked in bold). Blue dots are the other data collection points. b Word recurrence methodological example, from a text (storytelling based on an affective picture) to a graph representation. The oral narrative is transcribed, each word is represented as a node, and directed edges represent the word sequence. c Connectedness differences occurring during the entire school year assessment. Pairwise significant differences marked with *. d Correlation matrix between word recurrence graph connectedness (collected at the first or the third session) and reading abilities. Significant results after multiple comparison corrections in bold and marked with *.