Brain-potential analysis of visual word recognition in dyslexics and typically reading children

G. Fraga Gonzalez; G. Zaric; J. Tijms; M. Bonte; L. Blomert; M.W. van der Molen

doi:10.3389/fnhum.2014.00474

Brain-potential analysis of visual word recognition in dyslexics and typically reading children

G. Fraga Gonzalez^*, G. Zaric, J. Tijms, M. Bonte, L. Blomert, M.W. van der Molen

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The specialization of visual brain areas for fast processing of printed words plays an important role in the acquisition of reading skills. Dysregulation of these areas may be among the deficits underlying developmental dyslexia. The present study examines the specificity of word activation in dyslexic children in 3rd grade by comparing early components of brain potentials elicited by visually presented words vs. strings of meaningless letter-like symbols. Results showed a more pronounced N1 component for words compared to symbols for both groups. The dyslexic group revealed larger left-lateralized, word-specific N1 responses than the typically reading group. Furthermore, positive correlations between N1 amplitudes and reading fluency were found in the dyslexic group. Our results support the notion of N1 as a sensitive index of visual word processing involved in reading fluency.

Original language	English
Article number	474
Journal	Frontiers in Human Neuroscience
Volume	8
DOIs	https://doi.org/10.3389/fnhum.2014.00474
Publication status	Published - 1 Jan 2014

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10.3389/fnhum.2014.00474Licence: CC BY

Cite this

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title = "Brain-potential analysis of visual word recognition in dyslexics and typically reading children",

abstract = "The specialization of visual brain areas for fast processing of printed words plays an important role in the acquisition of reading skills. Dysregulation of these areas may be among the deficits underlying developmental dyslexia. The present study examines the specificity of word activation in dyslexic children in 3rd grade by comparing early components of brain potentials elicited by visually presented words vs. strings of meaningless letter-like symbols. Results showed a more pronounced N1 component for words compared to symbols for both groups. The dyslexic group revealed larger left-lateralized, word-specific N1 responses than the typically reading group. Furthermore, positive correlations between N1 amplitudes and reading fluency were found in the dyslexic group. Our results support the notion of N1 as a sensitive index of visual word processing involved in reading fluency.",

author = "{Fraga Gonzalez}, G. and G. Zaric and J. Tijms and M. Bonte and L. Blomert and {van der Molen}, M.W.",

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AU - Blomert, L.

AU - van der Molen, M.W.

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AB - The specialization of visual brain areas for fast processing of printed words plays an important role in the acquisition of reading skills. Dysregulation of these areas may be among the deficits underlying developmental dyslexia. The present study examines the specificity of word activation in dyslexic children in 3rd grade by comparing early components of brain potentials elicited by visually presented words vs. strings of meaningless letter-like symbols. Results showed a more pronounced N1 component for words compared to symbols for both groups. The dyslexic group revealed larger left-lateralized, word-specific N1 responses than the typically reading group. Furthermore, positive correlations between N1 amplitudes and reading fluency were found in the dyslexic group. Our results support the notion of N1 as a sensitive index of visual word processing involved in reading fluency.

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