Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia

Premeti, Aikaterini; Bucci, Maria Pia; Isel, Frédéric

doi:10.3390/brainsci12010073

Cited by 22 publications

(25 citation statements)

References 81 publications

(145 reference statements)

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“…Sensory deficits in perception and discrimination of the phonological characteristics of stimuli are observed in different languages, being these deficits considered universal ( Goswami et al, 2011 ). Studies with different languages have shown changes in the N170 component (for review, see Premeti et al, 2022 ), so this deficit may be independent of linguistic regularity.…”

Section: Discussionmentioning

confidence: 99%

“…Studies in different languages show mixed results regarding differences between dyslexic and good readers. The inconsistency in the results of this component may be related to several factors such as the task, type of stimulus, age of the participants, or reading difficulty ( Premeti et al, 2022 ). Furthermore, since the N400 component is related to grapheme-phoneme and lexical-semantic and orthographic conversion processes, linguistic regularity can influence the mechanisms of linguistic information processing by dyslexic readers and good readers.…”

Section: Discussionmentioning

confidence: 99%

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Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Silva

Oliveira²,

Cardoso³

et al. 2022

Front. Psychol.

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Developmental dyslexia is a specific learning disorder that presents cognitive and neurobiological impairments related to different patterns of brain activation throughout development, continuing in adulthood. Lexical decision tasks, together with electroencephalography (EEG) measures that have great temporal precision, allow the capture of cognitive processes during the task, and can assist in the understanding of altered brain activation processes in adult dyslexics. High-density EEG allows the use of temporal analyses through event-related potentials (ERPs). The aim of this study was to compare and measure the pattern of ERPs in adults with developmental dyslexia and good readers, and to characterize and compare reading patterns between groups. Twenty university adults diagnosed with developmental dyslexia and 23 healthy adult readers paired with dyslexics participated in the study. The groups were assessed in tests of intelligence, phonological awareness, reading, and writing, as well as through the lexical decision test (LDT). During LDT, ERPs were recorded using a 128-channel EEG device. The ERPs P100 occipital, N170 occipito-temporal, N400 centro-parietal, and LPC centro-parietal were analyzed. The results showed a different cognitive profile between the groups in the reading, phonological awareness, and writing tests but not in the intelligence test. In addition, the brain activation pattern of the ERPs was different between the groups in terms of hemispheric lateralization, with higher amplitude of N170 in the dyslexia group in the right hemisphere and opposite pattern in the control group and specificities in relation to the items of the LDT, as the N400 were more negative in the Dyslexia group for words, while in the control group, this ERP was more pronounced in the pseudowords. These results are important for understanding different brain patterns in developmental dyslexia and can better guide future interventions according to the changes found in the profile.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Silva

Oliveira²,

Cardoso³

et al. 2022

Front. Psychol.

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“…Recent investigations have expanded the analysis of acoustic processing to visual discrimination tasks (Premeti et al, 2022;Schulte-Korne & Bruder, 2010). These experiments have revealed that deviations in the ERP signal, about 200 ms after stimulus onset, correlate with visual-orthographic processing and occur over the left occipital-temporal cortex (Maurer & McCandliss, 2008;Michel et al, 2004;Rossion et al, 2002;Tarkiainen et al, 1999).…”

Section: Neurophysiological Assessments Of Reading Abilitymentioning

confidence: 99%

The Use of Neuronal Response Signals as Early Biomarkers of Dyslexia

Carrasco

2022

Adv Neurodev Disord

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Objectives Brain imaging techniques have broadened our understanding of structural and functional properties of neuronal networks in children with developmental disabilities. The present work examines current models of neuronal response properties implicated in dyslexia and reading difficulties. Methods This review analyzes the use of functional techniques (fMRI and EEG) employed in the assessment of neuronal markers associated with reading ability. Results Neuro-imaging studies have provided evidence of neuronal networks involved in the emergence of reading fluency. Using this information, it is now possible to employ physiological assessments in the screening of reading ability before behavioral evaluations can be conducted. Conclusions Analyses of neuro-imaging studies show that abnormal neuronal activation in specific brain areas can be used to help identify reading impairments in children. These neuronal assessments permit earlier identification of dyslexia than those requiring behavioral assessments.

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“…During reading, control of eye movements is needed to coordinate both eyes (binocular coordination) in the correct direction of reading horizontally (from left to right in western writing systems) and vertically to start a new line. Eye movement patterns include a series of fixations (i.e., the maintenance of the gaze on a definite location to extract information) and saccades (i.e., shifts of the gaze between fixations that direct the eyes onto the next target to be fixated) (see review in [ 17 ]). Important findings show that the amount of information extracted during a single eye fixation during reading is tightly linked to reading ability development [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers

et al. 2023

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Preterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research.

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Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia

Cited by 22 publications

References 81 publications

Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

The Use of Neuronal Response Signals as Early Biomarkers of Dyslexia

Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers

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