Electrophysiological Indices of Phonological Impairments in Dyslexia

Autor/inn/en	Desroches, Amy S.; Newman, Randy Lynn; Robertson, Erin K.; Joanisse, Marc F.
Titel	Electrophysiological Indices of Phonological Impairments in Dyslexia
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 1, S.250-264 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/10-0351)
Schlagwörter	Children; Dyslexia; Phonemes; Phonology; Auditory Perception; Brain; Cognitive Measurement; Comparative Analysis + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Fonem; Fonologie; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Gehirn
Abstract	Purpose: A range of studies have shown difficulties in perceiving acoustic and phonetic information in dyslexia; however, much less is known about how such difficulties relate to the perception of individual words. The authors present data from event-related potentials (ERPs) examining the hypothesis that children with dyslexia have difficulties with processing phonemic information within spoken words compared to age-matched readers with typical development. Method: The authors monitored ERPs to auditory words during a simple picture-word matching task. The key manipulation was the inclusion of both matching stimuli and three types of mismatches (cohort, CONE- "comb"; rhyme, CONE- "bone"; and unrelated, CONE- "fox"). Results: Children with dyslexia showed atypical N400 ERP waveforms to both types of phonological mismatches, but not to phonologically unrelated mismatches, reflecting a relative insensitivity to phonological overlap among auditory words. Conclusion: The data suggest that children with dyslexia have impairments in integrating phonological information into word-level representations. The results suggest that speech perception difficulties in dyslexia might have consequences for processing auditory words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10