Assessing Auditory Processing Disorders in Children with Developmental Dyslexia Using Auditory Cognitive Event-Related Potentials

Maciejewska, Barbara; Wiskirska-Woźnica, Bożena; Swidziński, P; Michalak, Michał

doi:10.1159/000354167

Cited by 17 publications

(14 citation statements)

References 68 publications

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“…In the current study, we found that the smaller P3a component in the RD group indicates children with reading difficulties were less sensitive to the deviant rhythmic patterns than those children without reading problems. The results of this study are similar to previous research in children and adolescents (Maciejewska et al, 2013). It suggests that even the preliminary detection of violation didn't reflect group differences by the MMN component, but a following auditory processing stage, P3a, probably represented stronger relationship in the children without reading problems than in the ones with reading disabilities.…”

Section: Discussionsupporting

confidence: 86%

Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties

Chiang

Hämäläinen

et al. 2020

Front. Psychol.

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The perception of the musical rhythm has been suggested as one of the predicting factors for reading abilities. Several studies have demonstrated that children with reading difficulties (RD) show reduced neural sensitivity in musical rhythm perception. Despite this prior evidence, the association between music and reading in Chinese is still controversial. In the present study, we sought to answer the question of whether the musical rhythm perception of Chinese children with RD is intact or not, providing further clues on how reading and music might be interlinked across languages. Oddball paradigm was adapted for testing the difference of musical rhythm perception, including predictable and unpredictable omission, in elementary school children with RD and typically developing age-controlled children with magnetoencephalography (MEG). We used the cluster-based permutation tests to examine the statistical difference in neural responses. The event-related field (ERF) components, mismatch negativity (MMNm) and P3a(m), were elicited by the rhythmical patterns with omitted strong beats. Specifically, differential P3a(m) components were found smaller in children with RD when comparing the rhythmical patterns between predictable and unpredicted omission patterns. The results showed that brain responses to the omission in the strong beat of an unpredicted rhythmic pattern were significantly smaller in Chinese children with RD. This indicated that children with RD may be impaired in the auditory sensitivity of rhythmic beats. This also suggests that children with reading difficulties may have atypical neural representations of rhythm that could be one of the underlying factors in dysfluent reading development.

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Section: Discussionsupporting

confidence: 86%

Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties

Chiang

Hämäläinen

et al. 2020

Front. Psychol.

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“…The latency was delayed especially regarding N1 and P2 ( Lippanen and Lyytinen, 1997 ), N2 ( Mazzotta and Gallai, 1992 ) and P3 or P300 components ( Holcomb et al, 1986 ; Kujala and Naatanen, 2001 ; Maciejewska et al, 2012 ). Delayed latencies of N1 and P2 components may be associated with failures related to the auditory processing onset, but specifically to deficits in auditory cortical information synchronization associated to auditory attention factors ( Lippanen and Lyytinen, 1997 ).…”

Section: Long Latency Auditory Evoked Potentials or Cognitive Potentimentioning

confidence: 97%

Auditory evoked potential: a proposal for further evaluation in children with learning disabilities

Frizzo¹

2015

Front. Psychol.

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The information presented in this paper demonstrates the author’s experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last 10 years, auditory evoked potential (AEP) has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.

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“…Previous studies investigated the auditory P300 component in individuals with dyslexia and reported different results: increased latency and decreased amplitude when compared to controls [31], no significant changes observed for the P300 amplitude and increased latency in the dyslexic group [32], and no significant between-group differences in the P300 amplitude and latency [33].…”

Section: Introductionmentioning

confidence: 99%

Effects of a Phonological Reading and Writing Remediation Program in Students with Dyslexia: Intervention for Specific Learning Disabilities

Ferraz¹,

Gonçalves²,

Freire³

et al. 2018

Folia Phoniatr Logop

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Objective: To determine the effects of a phonological remediation reading and writing program in individuals with dyslexia, through behavioral and objective evaluations. Patients and Methods: Twenty children diagnosed with dyslexia, aged 8–14 years, were included in this study. Group I (GI) was composed of 10 children who took part in the program, and group II (GII) consisted of 10 subjects who did not take the remediation. The pre-testing evaluated phonological awareness, rapid naming, working memory, reading and writing of words and nonwords, thematic writing, and auditory evoked potential – P300. The type of stimulus used was the speech (20% of rare stimulus and 80% of frequent stimulus), intensity of 80 dBNa. The rare stimulus was the syllable /da/, and the frequent stimulus was the syllable /ba/. Next, the Phonological Reading and Writing Remediation Program was applied in 24 cumulative sessions, twice a week, each with a duration of 30 min. In the post-testing (at the end of the program), all the tests of the pre-testing were reapplied. Results: There was a statistically significant difference (between pre- and post-testing) in phonological awareness, rapid naming, working memory, thematic writing, writing and reading words and nonwords, as well as in the latency of the P3 component of P300 in GI, while GII maintained the same difficulties. Conclusion: The phonological remediation program showed to be a therapeutic method of fast beneficial effects in written language of individuals with dyslexia. However, the wide age range and the size of the sample could be considered a limitation of this study – it interferes with the generalization of results.

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Assessing Auditory Processing Disorders in Children with Developmental Dyslexia Using Auditory Cognitive Event-Related Potentials

Cited by 17 publications

References 68 publications

Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties

Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties

Auditory evoked potential: a proposal for further evaluation in children with learning disabilities

Effects of a Phonological Reading and Writing Remediation Program in Students with Dyslexia: Intervention for Specific Learning Disabilities

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