Role and activation time course of phonological and orthographic information during phoneme judgments

Lafontaine, Hélène; Chetail, Fabienne; Colin, Cécile; Kolinsky, Régine; Pattamadilok, Chotiga

doi:10.1016/j.neuropsychologia.2012.08.020

Cited by 9 publications

(16 citation statements)

References 81 publications

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“…That is, these more advanced readers showed a cross-modal enhancement of the earlier MMN when the letter preceded the speech sound, and a cross-modal LN enhancement when the letter and speech sound were presented simultaneously [21] . Although adults did not show these late letter effects in this passive paradigm using simple speech stimuli [26] , orthographic influences on spoken language processing around 400–700 ms have been reported in adults when using a more complex metaphonological task [46] , [47] . Thus, whereas the observed cross-modal MMN enhancement may be a neurophysiological marker of initial and automatic letter-speech sound integration and/or representation [27] , [28] ), the crossmodal LN enhancement may reflect more elaborate, explicit associative processes that, in children but not in adults, are recruited for the integration of simple letter-speech pairs.…”

Section: Introductioncontrasting

confidence: 71%

“…As compared to perceptual aspects of letter-speech sound congruency in the MMN window, the observed LN letter effect may reflect cognitive, explicit associative and/or attentional processes [16] , [21] , [36] , [87] , present depending on familiarity and complexity of the stimuli. Whereas in adults these type of late orthographic-phonological interactions may only occur during complex metaphonological tasks [46] , [47] and pseudoword-word priming tasks [51] , in typically reading children they seem to be recruited during the integration of simple letter-vowel pairs (present findings and [21] ), letter strings [88] , integration of audiovisual words [89] and a visual lexical decision task with phonological distractors [49] , with disrupted recruitment in dyslexic children (present findings and [16] , [49] ). If this process is disrupted, as was the case in both dyslexic groups then the automaticity in adulthood may not be reached [18] , as it may be prevented by an incapability to access and/or manipulate the representations [15] , [51] , [90] , and/or reduced attentionally-mediated integration [36] , [43] , [50] , [51] .…”

Section: Discussionmentioning

confidence: 99%

“…Although most studies thus find a relation between reading and/or phonological skills and ERP/fMRI indices of letter-speech sound integration, the type of relation shows some variability as well as its presence or absence in dyslexic readers. These differences may relate to the dependency of neural effects of letter-speech sound congruency on task demands [25] , [46] the type of speech/letter units, e.g. consonants, vowels, syllables [38] , [83] and/or the depth of the orthography [84] .…”

Section: Discussionmentioning

confidence: 99%

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Reduced Neural Integration of Letters and Speech Sounds in Dyslexic Children Scales with Individual Differences in Reading Fluency

et al. 2014

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The acquisition of letter-speech sound associations is one of the basic requirements for fluent reading acquisition and its failure may contribute to reading difficulties in developmental dyslexia. Here we investigated event-related potential (ERP) measures of letter-speech sound integration in 9-year-old typical and dyslexic readers and specifically test their relation to individual differences in reading fluency. We employed an audiovisual oddball paradigm in typical readers (n = 20), dysfluent (n = 18) and severely dysfluent (n = 18) dyslexic children. In one auditory and two audiovisual conditions the Dutch spoken vowels/a/and/o/were presented as standard and deviant stimuli. In audiovisual blocks, the letter ‘a’ was presented either simultaneously (AV0), or 200 ms before (AV200) vowel sound onset. Across the three children groups, vowel deviancy in auditory blocks elicited comparable mismatch negativity (MMN) and late negativity (LN) responses. In typical readers, both audiovisual conditions (AV0 and AV200) led to enhanced MMN and LN amplitudes. In both dyslexic groups, the audiovisual LN effects were mildly reduced. Most interestingly, individual differences in reading fluency were correlated with MMN latency in the AV0 condition. A further analysis revealed that this effect was driven by a short-lived MMN effect encompassing only the N1 window in severely dysfluent dyslexics versus a longer MMN effect encompassing both the N1 and P2 windows in the other two groups. Our results confirm and extend previous findings in dyslexic children by demonstrating a deficient pattern of letter-speech sound integration depending on the level of reading dysfluency. These findings underscore the importance of considering individual differences across the entire spectrum of reading skills in addition to group differences between typical and dyslexic readers.

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Section: Introductioncontrasting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Reduced Neural Integration of Letters and Speech Sounds in Dyslexic Children Scales with Individual Differences in Reading Fluency

et al. 2014

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“…Although the functional role of the LN is not yet well understood, with respect to more automatic, perceptually driven letter-speech sound integration in the MMN window, the crossmodal LN enhancement may reflect more cognitive, associative and/or attentional aspects of this integration. In particular, multiple studies using different paradigms have indicated a late sensitivity to orthographic-phonological interactions in children (Froyen et al, 2009 ; Hasko et al, 2013 ; Jost et al, 2013 ; Žarić et al, 2014 ) and adults (Pattamadilok et al, 2011 ; Savill and Thierry, 2011 ; Lafontaine et al, 2012 ). While these late orthographic-phonological interactions are typically observed during demanding meta-phonological tasks in adults (Pattamadilok et al, 2011 ; Lafontaine et al, 2012 ), in children they may also occur during the integration of simple letter-vowel pairs (Froyen et al, 2009 ; Žarić et al, 2014 ), and integration of audiovisual words (Jost et al, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

“…In particular, 9-year-old children showed enhanced crossmodal MMN and LN responses to both synchronous and asynchronous letter-speech sound pairs (Žarić et al, 2014 ). Furthermore, although adults did not show the later LN in this passive paradigm using simple speech stimuli (Froyen et al, 2008 ), they have been reported to show late orthographic-phonological interactions in spoken language processing (400–700 ms) during more complex metaphonological tasks (Pattamadilok et al, 2011 ; Lafontaine et al, 2012 ). It can thus be speculated that while the crossmodal MMN enhancement reflects early and automatic letter-speech sound integration and/or representation (Näätänen, 2001 ; Näätänen et al, 2007 ), the crossmodal LN enhancement reflects more elaborate associative processes that are recruited for the integration of simple letter-speech pairs during initial learning phases, but become redundant once this integration becomes automatic and overlearned.…”

Section: Introductionmentioning

confidence: 85%

Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration

Žarić

González

Tijms

et al. 2015

Front. Hum. Neurosci.

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A failure to build solid letter-speech sound associations may contribute to reading impairments in developmental dyslexia. Whether this reduced neural integration of letters and speech sounds changes over time within individual children and how this relates to behavioral gains in reading skills remains unknown. In this research, we examined changes in event-related potential (ERP) measures of letter-speech sound integration over a 6-month period during which 9-year-old dyslexic readers (n = 17) followed a training in letter-speech sound coupling next to their regular reading curriculum. We presented the Dutch spoken vowels /a/ and /o/ as standard and deviant stimuli in one auditory and two audiovisual oddball conditions. In one audiovisual condition (AV0), the letter “a” was presented simultaneously with the vowels, while in the other (AV200) it was preceding vowel onset for 200 ms. Prior to the training (T1), dyslexic readers showed the expected pattern of typical auditory mismatch responses, together with the absence of letter-speech sound effects in a late negativity (LN) window. After the training (T2), our results showed earlier (and enhanced) crossmodal effects in the LN window. Most interestingly, earlier LN latency at T2 was significantly related to higher behavioral accuracy in letter-speech sound coupling. On a more general level, the timing of the earlier mismatch negativity (MMN) in the simultaneous condition (AV0) measured at T1, significantly related to reading fluency at both T1 and T2 as well as with reading gains. Our findings suggest that the reduced neural integration of letters and speech sounds in dyslexic children may show moderate improvement with reading instruction and training and that behavioral improvements relate especially to individual differences in the timing of this neural integration.

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How does reading performance modulate the impact of orthographic knowledge on speech processing? A comparison of normal readers and dyslexic adults

Pattamadilok¹,

Nelis²,

Kolinsky³

2013

Ann. of Dyslexia

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Studies on proficient readers showed that speech processing is affected by knowledge of the orthographic code. Yet, the automaticity of the orthographic influence depends on task demand. Here, we addressed this automaticity issue in normal and dyslexic adult readers by comparing the orthographic effects obtained in two speech processing tasks that are or not sensitive to strategies developed by participants. Our finding showed that while participants' performance in a metaphonological task, which is known to be strategy prone, was affected by their orthographic knowledge regardless of the childhood diagnosis of dyslexia or of their actual reading-related skills, this latter factor significantly modulated the orthographic influence found in a more natural speech recognition task. The finding supports the claim that while any individuals who know a reading code are able to resort to their orthographic knowledge when they process speech, a more profound modification of the speech processing system by the orthographic code takes place only in readers who have reached a certain level of reading expertise.

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Role and activation time course of phonological and orthographic information during phoneme judgments

Cited by 9 publications

References 81 publications

Reduced Neural Integration of Letters and Speech Sounds in Dyslexic Children Scales with Individual Differences in Reading Fluency

Reduced Neural Integration of Letters and Speech Sounds in Dyslexic Children Scales with Individual Differences in Reading Fluency

Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration

How does reading performance modulate the impact of orthographic knowledge on speech processing? A comparison of normal readers and dyslexic adults

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