How is dysfluent reading reflected in the ERP?

Bergmann, Jürgen; Hutzler, Florian; Klimesch, Wolfgang; Wimmer, Heinz

doi:10.1016/j.jneuroling.2004.11.004

Cited by 9 publications

(4 citation statements)

References 32 publications

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“…Ackerman, et al (1994) reported no differences to visual evoked potentials using word stimuli in early peaks between children with dyslexia, borderline slow-learners, and children with ADD. Similarly, Bergmann, Hutzler, Klimesch, and Wimmer (2005) identified hemisphere differences in the N220, which showed larger amplitudes in the left hemisphere for word presentations for children with dyslexia. However, many other ERP studies report data that would have fallen in line with our hypotheses (e.g., Lovrich et al, 2003; Molfese et al, 2006).…”

Section: Discussionmentioning

confidence: 80%

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Molfese¹,

Fletcher²,

Denton³

2013

Developmental Neuropsychology

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Three visual event-related potential components to the second of two sequentially presented words that rhymed or not discriminated children who improved (AR) from those who failed following (IR) reading intervention. Right hemisphere P100 amplitudes discriminated Typically Developing (TD) children from AR children but IR from AR children over left hemisphere sites. N200 amplitudes across hemispheres discriminated TD from IR children and AR from IR children. P300 hemisphere differences differentiated TD from AR and IR children. P300 amplitudes discriminated rhyming from non-rhyming words across children. Results extend prior work asserting that normalization and compensatory mechanisms are active during successful interventions.

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Section: Discussionmentioning

confidence: 80%

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Molfese¹,

Fletcher²,

Denton³

2013

Developmental Neuropsychology

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“…For example, Bergmann et al (2005) found that subjects with dyslexia lacked the normal N400 differentiation between real words and unpronounceable strings of consonants. This result may indicate impaired access to the meanings of the actual words -a semantic problem -or difficulty in an earlier stage of identifying orthographically-legal letter sequences that could possibly bear meaning.…”

Section: Developmental Learning Disabilitiesmentioning

confidence: 99%

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

Duncan

Barry

Connolly

et al. 2009

Clinical Neurophysiology

1,007

845

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“…From this work, several key findings are evident: (a) children with RD may produce more distinct ERP peaks (see Table 1) than typically developing children (Symann-Louett et al 1977), and the peaks produced are often larger over the left hemisphere than peaks found in typically developing children (Bergmann et al 2005); (b) some studies report that children with RD show larger amplitudes earlier in the waveform (P200), while TD children show larger amplitudes later in the waveform (N400; Stelmack et al 1988); (c) children with RD may be processing word stimuli more in the right hemisphere than in the left hemisphere (Shucard et al 1984); and (d) typically developing children show faster latencies in ERP components and larger P300 responses (Dainer et al 1981;Holcomb et al 1985;Taylor and Keenan 1990). From this work, several key findings are evident: (a) children with RD may produce more distinct ERP peaks (see Table 1) than typically developing children (Symann-Louett et al 1977), and the peaks produced are often larger over the left hemisphere than peaks found in typically developing children (Bergmann et al 2005); (b) some studies report that children with RD show larger amplitudes earlier in the waveform (P200), while TD children show larger amplitudes later in the waveform (N400; Stelmack et al 1988); (c) children with RD may be processing word stimuli more in the right hemisphere than in the left hemisphere (Shucard et al 1984); and (d) typically developing children show faster latencies in ERP components and larger P300 responses (Dainer et al 1981;Holcomb et al 1985;Taylor and Keenan 1990).…”

Section: Erps and Reading Disabilitiesmentioning

confidence: 82%

Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices

Breznitz

Rubinsten

Molfese

et al. 2012

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of the proposed series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are intended for use by educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.

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How is dysfluent reading reflected in the ERP?

Cited by 9 publications

References 32 publications

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

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

Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices

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