Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study

Stefanics, Gábor; Fosker, Tim; Huss, Martina; Mead, Natasha; Szűcs, Dénes; Goswami, Usha

doi:10.1016/j.neuroimage.2011.04.005

Cited by 52 publications

(47 citation statements)

References 64 publications

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“…The late latency of the response to the intensity change could thus reflect LDN and not MMN. This would be supported by earlier findings showing no MMN response to intensity changes in children (Stefanics et al, 2011;Sussman & Steinschneider, 2011), although in one study similar slow late negativity for intensity decrements to that of the current study is observable in the waveforms (Sussman & Steinschneider, 2011).…”

Section: Discussionsupporting

confidence: 91%

Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction

Hämäläinen

Lohvansuu

Ervast

et al. 2015

International Journal of Psychophysiology

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Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction Hämäläinen, Jarmo; Lohvansuu, Kaisa; Ervast, Leena; Leppänen, Paavo H.T.Hämäläinen, J., Lohvansuu, K., Ervast, L., & Leppänen, P. (2015). Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction. AbstractMultiple risk factors can affect the development of specific reading problems or dyslexia. In addition to the most prevalent and studied risk factor, phonological processing, also auditory discrimination problems have been found in children and adults with reading difficulties. The present study examined 37 children between the ages of 5 and 6, 11 of which had multiple risk factors for developing reading problems. The children participated in a passive oddball EEG experiment with sinusoidal sounds with changes in sound frequency, duration, or intensity. The responses to the standard stimuli showed a negative voltage shift in children at risk for reading problems compared to control children at 107-215 ms in frontocentral areas corresponding to P1 offset and N250 onset. Source analyses showed that the difference originated from the left and right auditory cortices. Additionally, the children at risk for reading problems had a larger late discriminative negativity (LDN) response in amplitude for sound frequency change than the control children. The amplitudes at the P1-N250 time window showed correlations to letter knowledge and phonological identification whereas the amplitudes at the LDN time window correlated with verbal short-term memory and rapid naming. These results support the view that problems in basic auditory processing abilities precede the onset of reading instruction and can act as one of the risk factors for dyslexia.

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Section: Discussionsupporting

confidence: 91%

Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction

Hämäläinen

Lohvansuu

Ervast

et al. 2015

International Journal of Psychophysiology

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“…Independent work in Dutch has found similar results (Poelmans et al 2011), although a negative result was reported in Greek (Georgiou et al 2010). Brain imaging (EEG) studies suggest that the brains of children with dyslexia respond differently to slower rise times (90 ms but not 15 ms; see Stefanics et al 2011). Similarly, in studies using a slow (300 ms) rise time as a standard (e.g., Richardson et al 2004), we found that children with dyslexia could discriminate very rapid rise times from this standard (e.g., 15 ms), but could not discriminate between slower rise times.…”

Section: Discrimination Of Amplitude Modulation and Rise Time In Dyslmentioning

confidence: 63%

Speech rhythm and temporal structure: Converging perspectives?

Goswami

Leong

2013

Laboratory Phonology

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110

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“…Further, longitudinal studies have found that the differences in speech perception ability between children with and without dyslexia vary depending on age , and suggestions have been made of different developmental trajectory of the perceptual abilities of children with language related difficulties Wright and Zecker, 2004). Similar changes in perceptual abilities during development have been found using non-linguistic stimuli as well (Stefanics et al, 2011).…”

Section: Atypical Quantity Perceptionmentioning

confidence: 83%