The phonological deficit in dyslexia is associated with altered low-gamma oscillatory function in left auditory cortex, but a causal relationship between oscillatory function and phonemic processing has never been established. After confirming a deficit at 30 Hz with electroencephalography (EEG), we applied 20 minutes of transcranial alternating current stimulation (tACS) to transiently restore this activity in adults with dyslexia. The intervention significantly improved phonological processing and reading accuracy as measured immediately after tACS. The effect was selective to 30 Hz stimulation, and proportional to dyslexia severity. Importantly, we observed that the focal intervention on the left auditory cortex also decreased 30 Hz activity in the right superior temporal cortex, resulting in reinstating a left dominance for the oscillatory response, as present in controls. These findings formally establish a causal role of neural oscillations in phonological processing, and offer solid neurophysiological grounds for a potential correction of low-gamma anomalies, and for alleviating of the phonological deficit in dyslexia.
Main TextDyslexia is a frequent disorder of reading acquisition affecting up to 7% of schoolchildren, and characterized by persisting difficulties with written material throughout adulthood. Identifying the neural bases of dyslexia to devise efficient treatments has motivated intense research in the last decades [1][2][3]. These treatments include behavioral auditory and reading training [4,5] and more recently noninvasive electrical brain stimulation [6][7][8], even though the exact underlying action mechanisms remain uncertain. From a neuroscience viewpoint, dyslexia poses an interesting challenge because it selectively affects one aspect of language, the mapping of phonemes onto graphemes, while leaving other cognitive domains intact, such as speech perception and production, or visual and auditory processing [9].Although several possible causes have been proposed for dyslexia [10], the predominant one is a phonological deficit, i.e. a difficulty to process the sounds of language. The deficit primarily affects phonological awareness, conscious access, representation and internal monitoring of speech sounds [11][12][13], the capacity to form rich categorical phonemic representations [13,14], as well as naming and verbal memory [15].3 Unlike oral language that arises through mere exposure, reading requires explicit learning, through which children become aware that the syllables they are used to parse (e.g. via nursery rhymes) are made of smaller units, the phonemes. Learning to read consists in mapping these new basic phonological building blocks to specific visual symbols. This so called phoneme/grapheme mapping is only possible if the child is able to match the sound associated with the visual symbol with his/her own phonemic inventory, made of infra-syllabic elements that can be taken out and replaced by another articulable sound [16]. At the acoustic level, critical phonemic contrasts ...