Event-Related Brain Potentials Elicited during Phonological Processing Differentiate Subgroups of Reading Disabled Adolescents

Lexical and sublexical orthographic processing: An ERP study with skilled and dyslexic adult readers

“…This result is consistent with those obtained on other explicit phonological awareness measures, most of which are in the N400 range (e.g., auditory and visual rhyming; Ackerman, Dykman, & Oglesby, 1994;McPherson & Ackerman, 1999;McPherson, Ackerman, Holcomb, & Dykman, 1998;Rüsseler, Becker, Johannes, & Münte, 2007; see also Jednoróga, Marchewkaa, Tacikowskia, & Grabowska, 2010). It is also compatible with the hypothesis that dyslexics fail to adequately develop phonological skills, as well as an under-activation of temporo-parietal areas (Georgiewa et al, 2002;Shaywitz et al, 2001; see Richlan, Kronbichler, & Wimmer, 2009, for a review) or less engagement of the left hemisphere in these readers (e.g., Araújo et al, 2012;Pugh et al, 2000;Shaywitz et al, 2001).…”

Does Dyslexia Develop from Learning the Alphabet in the Wrong Hemisphere? A Cognitive Neuroscience Analysis

“…This processing sequence is compatible with Mewhort and Campbells' (1981) scan-parse function. It is also consistent with spatiotemporal brain activity recorded by Magnetic Source Imaging (Breier, Simos, Zouridakis, Papanicolaou, 1999) and with ERP priming effects obtained by McPherson et al (1998) in normal readers in which LH frontal orthographic processing preceded that adjacent to a temporal-central-parietal area. Moreover there is a convergence of PET evidence indicating that BA45 is involved in transforming sublexical orthographic input into phonological output codes (Fiez, Balota, Raichle, & Peterson, 1999;Hagoort et al, 1999).…”

“…For example, an ERP investigation led Ciesielski (1989) to conclude that children with poor visual but good phonetic word analysis skills (LL dyslexics) redundantly analyze the features of nonverbal shapes regardless of their importance for pattern categorization. In turn, McPherson et al (1998) observed a comparable LL dyslexic response inefficiency to orthographic (visually similar) word priming, and Castles and Holmes (1996) to orthographic recognition. Clearly, without access to visual pattern information it would be difficult to abstract (categorize or type) regularity from either verbal or nonverbal stimuli.…”

Event-related potentials in clinical research: Guidelines for eliciting, recording, and quantifying mismatch negativity, P300, and N400

“…For visual words, the rhyme effect is dependent on engagement in an overt rhymejudgment task, in contrast to the fairly task-independent nature of the N400's sensitivity to semantic context (Perrin and Garcia-Larrea, 2003). McPherson et al (1998) observed a smaller than-normal rhyme effect in poor readers classified as ''dysphonetic" when printed words served as the stimuli, but a normal effect when the stimuli were auditory words that did not require conversion from orthography to phonology. Ackerman et al (1994) also observed, in subjects with dyslexia, a small rhyme effect when judging printed word pairs, but paradoxically, a normal rhyme effect when judging pseudo word pairs.…”