Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

Lohvansuu, Kaisa; Hämäläinen, Jarmo A.; Tanskanen, A.; Ervast, Leena; Heikkinen, Elisa; Lyytinen, Heikki; Leppänen, Paavo H.T.

doi:10.1016/j.ijpsycho.2014.10.002

Cited by 19 publications

(29 citation statements)

References 207 publications

(212 reference statements)

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“…For example, the N2m has been found to correlate with reading skills in children ( Parviainen et al, 2011 ) and the N2 response has been reported to have larger amplitudes in response to speech and non-speech sounds in dyslexic children compared with control group and such enhanced brain responses were correlated with reading skills ( Hämäläinen et al, 2013 ). Furthermore, the brain activity at the N2 time window has been found to correlate with phonological skills, as well as reading and writing accuracy in children with dyslexia ( Lohvansuu et al, 2014 ). The N2m response strength in the left hemisphere in the current study was correlated with phonological skills further supporting the hypothesis that this time window is important to language-related skill development.…”

Section: Discussionmentioning

confidence: 99%

Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children

Kolozsvári

Monto

et al. 2018

Front. Hum. Neurosci.

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Letter-speech sound (LSS) integration is crucial for initial stages of reading acquisition. However, the relationship between cortical organization for supporting LSS integration, including unimodal and multimodal processes, and reading skills in early readers remains unclear. In the present study, we measured brain responses to Finnish letters and speech sounds from 29 typically developing Finnish children in a child-friendly audiovisual integration experiment using magnetoencephalography. Brain source activations in response to auditory, visual and audiovisual stimuli as well as audiovisual integration response were correlated with reading skills and cognitive skills predictive of reading development after controlling for the effect of age. Regression analysis showed that from the brain measures, the auditory late response around 400 ms showed the largest association with phonological processing and rapid automatized naming abilities. In addition, audiovisual integration effect was most pronounced in the left and right temporoparietal regions and the activities in several of these temporoparietal regions correlated with reading and writing skills. Our findings indicated the important role of temporoparietal regions in the early phase of learning to read and their unique contribution to reading skills.

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Section: Discussionmentioning

confidence: 99%

Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children

Kolozsvári

Monto

et al. 2018

Front. Hum. Neurosci.

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“…Such deficits may contribute to abnormal speech perception and poor development of language skills in children at risk for or with dyslexia (Lovio et al, 2010;Nagarajan et al, 1999). Some studies showed an increase in early auditory evoked potential (AEP) amplitude to tones varying in rise time in children with (or at risk for) dyslexia compared to typically developing readers (Hamalainen et al, 2007(Hamalainen et al, , 2008 and enhanced brain responses to shortened vowels (/ata/ vs /atta/; Lohvansuu et al, 2014). Other studies, however, showed reduced N1 and P2 amplitudes and increased latencies for phonemes presented in noise conditions (Cunningham et al, 2001;Kaplan-Neeman et al, 2006;Martin et al, 1997), specifi-cally when the noise was most similar to the speech sounds (e.g., multi-talker babble, Billings et al, 2011).…”

Section: Participantsmentioning

confidence: 99%

Behavioral and electrophysiological investigation of speech perception deficits in silence, noise and envelope conditions in developmental dyslexia

Frey¹,

Clément

Chobert

et al. 2019

Neuropsychologia

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The present study investigated whether children with developmental dyslexia showed specific deficits in the perception of three phonetic features (voicing, place, and manner of articulation) in optimal (silence) and degraded listening conditions (envelope-coded speech versus noise), using both standard behavioral and electrophysiological measures. Performance of children with dyslexia was compared to that of younger typically developing children who were matched in terms of reading age. Results showed no significant group differences in response accuracy except for the reception of place-of-articulation in noise. However, dyslexic children responded more slowly than typically developing children across all conditions with larger deficits in noise than in envelope than in silence. At the neural level, dyslexic children exhibited reduced N1 components in silence and the reduction of N1 amplitude was more pronounced for voicing than for the other phonetic features. In the envelope condition, the N1 was localized over the right hemisphere and it was larger for typically developing readers than for dyslexic children. Finally, in stationary noise, the N1 to place of articulation was clearly delayed in children with dyslexia, which suggests a temporal de-organization in the most adverse listening conditions. The results clearly show abnormal neural processing to speech sounds in all conditions. They are discussed in the context of recent theories on perceptual noise exclusion, neural noise and temporal sampling.

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“…Moreover, RH neural characteristics of struggling readers, such as increased neural activation in the right frontal cortex during phonological processing and stronger connectivity strength of the right white matter tracts important for reading, have also been shown to predict subsequent reading improvement (Farris, Ring, Black, Lyon, & Odegard, ; Hoeft et al, ). In addition, the compensatory role of the RH has further been observed in children with dyslexia, for which higher neural sensitivities for speech sounds have been associated with better phonological and reading skills (Lohvansuu et al, ).…”

Section: Introductionmentioning

confidence: 99%

Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills

Zuk

Perdue

et al. 2020

Human Brain Mapping

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Developmental dyslexia affects 40–60% of children with a familial risk (FHD+) compared to a general prevalence of 5–10%. Despite the increased risk, about half of FHD+ children develop typical reading abilities (FHD+Typical). Yet the underlying neural characteristics of favorable reading outcomes in at‐risk children remain unknown. Utilizing a retrospective, longitudinal approach, this study examined whether putative protective neural mechanisms can be observed in FHD+Typical at the prereading stage. Functional and structural brain characteristics were examined in 47 FHD+ prereaders who subsequently developed typical (n = 35) or impaired (n = 12) reading abilities and 34 controls (FHD−Typical). Searchlight‐based multivariate pattern analyses identified distinct activation patterns during phonological processing between FHD+Typical and FHD−Typical in right inferior frontal gyrus (RIFG) and left temporo‐parietal cortex (LTPC) regions. Follow‐up analyses on group‐specific classification patterns demonstrated LTPC hypoactivation in FHD+Typical compared to FHD−Typical, suggesting this neural characteristic as an FHD+ phenotype. In contrast, RIFG showed hyperactivation in FHD+Typical than FHD−Typical, and its activation pattern was positively correlated with subsequent reading abilities in FHD+ but not controls (FHD−Typical). RIFG hyperactivation in FHD+Typical was further associated with increased interhemispheric functional and structural connectivity. These results suggest that some protective neural mechanisms are already established in FHD+Typical prereaders supporting their typical reading development.

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Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

Cited by 19 publications

References 207 publications

Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children

Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children

Behavioral and electrophysiological investigation of speech perception deficits in silence, noise and envelope conditions in developmental dyslexia

Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills

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