6533b821fe1ef96bd127b8ef
RESEARCH PRODUCT
Auditory event-related potentials measured in kindergarten predict later reading problems at school age.
Paavo AlkuTomi K. GuttormPaavo H.t. LeppänenJarmo A. HämäläinenUlla RichardsonHeikki Lyytinensubject
MaleAuditory eventmedia_common.quotation_subjectSpeech soundsLateralization of brain functionLiteracyDevelopmental psychologyDyslexiaPhoneticsotorhinolaryngologic diseasesDevelopmental and Educational PsychologymedicineHumansSpeechChildta515media_commonAnalysis of VarianceBrain MappingSchool age childDyslexiaBrainElectroencephalographymedicine.diseaseSpeech processingReading ProblemsNeuropsychology and Physiological PsychologyAcoustic StimulationReadingCase-Control StudiesEvoked Potentials AuditorySpeech PerceptionFemalePsychologydescription
Identifying children at risk for reading problems or dyslexia at kindergarten age could improve support for beginning readers. Brain event-related potentials (ERPs) were measured for temporally complex pseudowords and corresponding non-speech stimuli from 6.5-year-old children who participated in behavioral literacy tests again at 9 years in the second grade. Children who had reading problems at school age had larger N250 responses to speech and non-speech stimuli particularly at the left hemisphere. The brain responses also correlated with reading skills. The results suggest that atypical auditory and speech processing are a neural-level risk factor for future reading problems. [Supplementary material is available for this article. Go to the publisher's online edition of Developmental Neuropsychology for the following free supplemental resources: Sound files used in the experiments. Three speech sounds and corresponding non-speech sounds with short, intermediate, and long gaps].
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-11-14 | Developmental neuropsychology |