Reading aloud: A psychophysiological investigation in children

Chiarenza, Giuseppe A.; Olgiati, Paola; Trevisan, Cristian; Marchi, Igor De; Casarotto, Silvia

doi:10.1016/j.neuropsychologia.2012.11.030

Cited by 8 publications

(10 citation statements)

References 92 publications

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“…With self-paced action we monitor the actual intention of the child to read when pressing a button. Chiarenza et al [ 82 ] demonstrated important electrophysiological differences between a self-paced and an externally paced reading. Even less brain activation was present during passive vision of letters.…”

Section: Discussionmentioning

confidence: 99%

Clinical and Electrophysiological Differences between Subjects with Dysphonetic Dyslexia and Non-Specific Reading Delay

et al. 2018

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Reading is essentially a two-channel function, requiring the integration of intact visual and auditory processes both peripheral and central. It is essential for normal reading that these component processes go forward automatically. Based on this model, Boder described three main subtypes of dyslexia: dysphonetic dyslexia (DD), dyseidetic, mixed and besides a fourth group defined non-specific reading delay (NSRD). The subtypes are identified by an algorithm that considers the reading quotient and the % of errors in the spelling test. Chiarenza and Bindelli have developed the Direct Test of Reading and Spelling (DTRS), a computerized, modified and validated version to the Italian language of the Boder test. The sample consisted of 169 subjects with DD and 36 children with NSRD. The diagnosis of dyslexia was made according to the DSM-V criteria. The DTRS was used to identify the dyslexia subtypes and the NSRD group. 2–5 min of artefact-free EEG (electroencephalogram), recorded at rest with eyes closed, according to 10–20 system were analyzed. Stability based Biomarkers identification methodology was applied to the DTRS and the quantitative EEG (QEEG). The reading quotients and the errors of the reading and spelling test were significantly different in the two groups. The DD group had significantly higher activity in delta and theta bands compared to NSRD group in the frontal, central and parietal areas bilaterally. The classification equation for the QEEG, both at the scalp and the sources levels, obtained an area under the robust Receiver Operating Curve (ROC) of 0.73. However, we obtained a discrimination equation for the DTRS items which did not participate in the Boder classification algorithm, with a specificity and sensitivity of 0.94 to discriminate DD from NSRD. These results demonstrate for the first time the existence of different neuropsychological and neurophysiological patterns between children with DD and children with NSRD. They may also provide clinicians and therapists warning signals deriving from the anamnesis and the results of the DTRS that should lead to an earlier diagnosis of reading delay, which is usually very late diagnosed and therefore, untreated until the secondary school level.

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Section: Discussionmentioning

confidence: 99%

Clinical and Electrophysiological Differences between Subjects with Dysphonetic Dyslexia and Non-Specific Reading Delay

et al. 2018

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“…Further, he asserted that these malfunctions seem to be closely and causally related to each other and that the main impairment in dyslexia involves praxic abilities [ 70 ]. In support of this hypothesis, Chiarenza demonstrated that dyslexic children showed a latency delay and reduced amplitude of movement-related potentials in various cerebral areas during the same skilled motor task [ 71 , 72 ] (for a very recent review on quantitative EEG in dyslexia, see also [ 73 ]). Therefore, the author hypothesized that dyslexia symptoms could be caused by a timing defect that causes an integration deficit and subsequent dysfunction among numerous hierarchically organized processes occurring at different levels and times [ 70 ].…”

Section: What Is Dyslexia: Models and Neuronal Correlatesmentioning

confidence: 99%

A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective

Pellegrino¹,

Ben‐Soussan²,

Paoletti³

2023

IJERPH

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Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder.

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“…Homologous structures of abnormally activated hemisphere cortical regions are shown to be hyperactivated or under-activated in the right hemisphere [35,[49][50][51][52]. Furthermore, studies employing event-related potentials (ERP) have provided the temporal course of activation of anatomical structures during specific reading tasks (overt and covert reading and naming tasks) [53][54][55][56][57]. In both reading and naming tasks, the analysis of visual characteristics of words/pictures most likely occurs between 50 and 100 ms after stimulus presentation, while the perception of the word/object shape begins at approximately 150 ms and is regarded as a pre-lexical stage [53,[58][59][60][61][62][63][64][65][66].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, studies employing event-related potentials (ERP) have provided the temporal course of activation of anatomical structures during specific reading tasks (overt and covert reading and naming tasks) [53][54][55][56][57]. In both reading and naming tasks, the analysis of visual characteristics of words/pictures most likely occurs between 50 and 100 ms after stimulus presentation, while the perception of the word/object shape begins at approximately 150 ms and is regarded as a pre-lexical stage [53,[58][59][60][61][62][63][64][65][66]. Further, frontal areas become active at approximately 180 ms, and semantic analysis (lexical stage) of words/objects begins at about 200 ms and unfolds around 500-600 ms involving the frontal and left superior temporal cortex and this phase is regarded as a lexical stage [57,60,63,65,[67][68][69][70][71][72][73][74][75][76][77][78][79].…”

Section: Introductionmentioning

confidence: 99%

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Perkušić Čović,

Vujović,

Šoda

et al. 2024

Bioengineering

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The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150–260 ms), lexical (280–700 ms), and post-lexical stage of processing (750–1000 ms) time window. Twelve PDs and HCs performed overt reading and naming tasks under EEG recording. The word reading and naming task consisted of sparse neighborhoods with closed phonemic onset (words/objects sharing the same onset). For the analysis of the mean ERP amplitude for pre-lexical, lexical, and post-lexical time window, a mixed design ANOVA was performed with the right (F4, FC2, FC6, C4, T8, CP2, CP6, P4) and left (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3) electrode sites, within-subject factors and group (PD vs. HC) as between-subject factor. Behavioral response latency results revealed significantly prolonged reading latency between HCs and PDs, while no difference was detected in naming response latency. ERP differences were found between PDs and HCs in the right hemisphere’s pre-lexical time window (160–200 ms) for word reading aloud. For visual object naming aloud, ERP differences were found between PDs and HCs in the right hemisphere’s post-lexical time window (900–1000 ms). The present study demonstrated different distributions of the electric field at the scalp in specific time windows between two groups in the right hemisphere in both word reading and visual object naming aloud, suggesting alternative processing strategies in adult PDs. These results indirectly support the view that adult PDs in shallow language orthography probably rely on the grapho-phonological route during overt word reading and have difficulties with phoneme and word retrieval during overt visual object naming in adulthood.

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Reading aloud: A psychophysiological investigation in children

Cited by 8 publications

References 92 publications

Clinical and Electrophysiological Differences between Subjects with Dysphonetic Dyslexia and Non-Specific Reading Delay

Clinical and Electrophysiological Differences between Subjects with Dysphonetic Dyslexia and Non-Specific Reading Delay

A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

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