Compensated Dyslexics Have a More Efficient Error Detection System Than Noncompensated Dyslexics

Abstract

Error/correct-related negativities, response-locked components of the evoked response potential, and N100, a stimulus-locked component, were used to compare error detection monitoring in skilled readers and in compensated and noncompensated dyslexic adolescent readers during a lexical decision task. Results showed a general increase in N100 amplitudes prior to error commission in all groups; a significant decrease in error/correct-related negativity amplitudes in the noncompensated dyslexics compared with the other 2 groups; and smaller error-related negativity correlated with a higher number of decoding errors, lower working memory scores, and lower speed of processing in the neuropsychological battery. Based on the hypothesis in previous studies that the error detection mechanism is a subcomponent of executive functions, the possibility that poor executive ability underlies poor reading skills in the noncompensated dyslexic readers is discussed. These findings can be used as a platform for executive-based diagnosis and training for individuals with reading disabilities.

Improvement of the Error‐detection Mechanism in Adults with Dyslexia Following Reading Acceleration Training

“…Our results of increased ERN after the RAP training correspond with a previous study showing increased ERN and improved reading in children with dyslexia and typical readers following 8 weeks of the RAP training in Hebrew (Horowitz‐Kraus & Breznitz, ). Interestingly, the difference in ERN size in that study decreased from 2.4 μV before intervention to 0.56 μV after the RAP training, as opposed to a greater decrease from 3.38 to 0.084 μV in the current study.…”

“…The reading acceleration manipulation used in this study has been found to increase attention span, reduce distractibility (Breznitz, ; Breznitz, ) and enhance working‐memory processing during reading (Breznitz & Share, ; Breznitz et al, ; Horowitz‐Kraus & Breznitz, ; Horowitz‐Kraus et al, ). The reading acceleration manipulation has been shown to have a positive effect on neural circuits related to reading and executive control, as well as behavioural improvement in reading in children.…”

“…Recent studies have suggested additional deficit in executive functions (Horowitz‐Kraus, ), and more specifically in the error detection mechanism (Horowitz‐Kraus & Breznitz, ), in individuals with dyslexia. In addition to conflicted results regarding whether the ERN is similar (Van De Voorde et al, ) or decreased (Burgio‐Murphy et al, ) in children with dyslexia during executive functions tasks, there is evidence that the error‐detection mechanism is altered in dyslexia when they make reading errors (Horowitz‐Kraus & Breznitz, , , ). Adults with dyslexia showed a significantly higher number of word‐decoding errors and decreased ERN compared with typical readers (Horowitz‐Kraus & Breznitz, ).…”

“…As a result, a decreased ERN and a smaller difference between the ERN and CRN in individuals with dyslexia may be found in comparison with typical readers (see Horowitz‐Kraus and Breznitz () for more information). The smaller difference between the ERN and CRN in clinical populations implies that the activation of the error‐detection mechanism for erroneous and correct responses is similar in these groups (Horowitz‐Kraus & Breznitz, , , ; Horowitz‐Kraus & Breznitz, ). Interestingly, the difference between ERN and CRN components in children with dyslexia and the magnitude of the ERN amplitude was much more similar to that of age‐matched typical readers than for the similar contrast in adults with dyslexia compared with adult typical readers (Horowitz‐Kraus, ).…”

“…In light of the demonstrated association between the error‐detection mechanism and ERN amplitude, and because it has been demonstrated that the error‐detection mechanism can be improved with the reading acceleration programme (RAP) training (Horowitz‐Kraus & Breznitz, ) and other cognitive trainings (Brown & Braver, ; Frank, Woroch, & Curran, ), the hypotheses for this study were as follows: (1) The RAP training would result in more efficient monitoring of errors during reading and increased ERN amplitudes in readers with dyslexia. (2) Reading fluency would be improved, and ERN amplitude would increase following training in both individuals with dyslexia and typical readers.…”