Multi-sensory learning and learning to read

Blomert, Leo; Froyen, Dries

doi:10.1016/j.ijpsycho.2010.06.025

Cited by 63 publications

(38 citation statements)

References 85 publications

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“…The mismatch negativity (MMN) event-related potential (ERP) component to speech sounds was enhanced in normal readers when presented together with letters but not in dyslexic children. Blomert and Froyen (2010) and Blomert (2011) discussed this finding in the context of the specific requirements for orthographic-phonemic binding during reading acquisition.…”

Section: Introductionmentioning

confidence: 96%

Mapping Symbols to Sounds: Electrophysiological Correlates of the Impaired Reading Process in Dyslexia

Widmann¹,

Schröger²,

Tervaniemi³

et al. 2012

Front. Psychology

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Dyslexic and control first-grade school children were compared in a Symbol-to-Sound matching test based on a non-linguistic audiovisual training which is known to have a remediating effect on dyslexia. Visual symbol patterns had to be matched with predicted sound patterns. Sounds incongruent with the corresponding visual symbol (thus not matching the prediction) elicited the N2b and P3a event-related potential (ERP) components relative to congruent sounds in control children. Their ERPs resembled the ERP effects previously reported for healthy adults with this paradigm. In dyslexic children, N2b onset latency was delayed and its amplitude significantly reduced over left hemisphere whereas P3a was absent. Moreover, N2b amplitudes significantly correlated with the reading skills. ERPs to sound changes in a control condition were unaffected. In addition, correctly predicted sounds, that is, sounds that are congruent with the visual symbol, elicited an early induced auditory gamma band response (GBR) reflecting synchronization of brain activity in normal-reading children as previously observed in healthy adults. However, dyslexic children showed no GBR. This indicates that visual symbolic and auditory sensory information are not integrated into a unitary audiovisual object representation in them. Finally, incongruent sounds were followed by a later desynchronization of brain activity in the gamma band in both groups. This desynchronization was significantly larger in dyslexic children. Although both groups accomplished the task successfully remarkable group differences in brain responses suggest that normal-reading children and dyslexic children recruit (partly) different brain mechanisms when solving the task. We propose that abnormal ERPs and GBRs in dyslexic readers indicate a deficit resulting in a widespread impairment in processing and integrating auditory and visual information and contributing to the reading impairment in dyslexia.

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Section: Introductionmentioning

confidence: 96%

Mapping Symbols to Sounds: Electrophysiological Correlates of the Impaired Reading Process in Dyslexia

Widmann¹,

Schröger²,

Tervaniemi³

et al. 2012

Front. Psychology

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“…While such individuals activate the same brain regions in response to LS pairs as typically developing readers, the neural response in dyslexic individuals does not differentiate between congruent and incongruent pairings. Taken together, the evidence seems to suggest that orthographic-phonological audiovisual integration is one of the fundamental building blocks out of which successful reading is constructed (see Blomert and Froyen 2010;Blomert 2011, for reviews).…”

Section: Introductionmentioning

confidence: 99%

Orthographic Dependency in the Neural Correlates of Reading: Evidence from Audiovisual Integration in English Readers

et al. 2013

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Reading skills are indispensible in modern technological societies. In transparent alphabetic orthographies, such as Dutch, reading skills build on associations between letters and speech sounds (LS pairs). Previously, we showed that the superior temporal cortex (STC) of Dutch readers is sensitive to the congruency of LS pairs. Here, we used functional magnetic resonance imaging to investigate whether a similar congruency sensitivity exists in STC of readers of the more opaque English orthography, where the relation among LS pairs is less reliable. Eighteen subjects passively perceived congruent and incongruent audiovisual pairs of different levels of transparency in English: letters and speech sounds (LS; irregular), letters and letter names (LN; fairly transparent), and numerals and number names (NN; transparent). In STC, we found congruency effects for NN and LN, but no effects in the predicted direction (congruent > incongruent) for LS pairs. These findings contrast with previous results obtained from Dutch readers. These data indicate that, through education, the STC becomes tuned to the congruency of transparent audiovisual pairs, but suggests a different neural processing of irregular mappings. The orthographic dependency of LS integration underscores cross-linguistic differences in the neural basis of reading and potentially has important implications for dyslexia interventions across languages.

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“…Some have argued that letterspeech sound audiovisual objects are special and that the difficulties with letter-sound associations in readers with dyslexia should not generalize to other audiovisual objects (Blomert, 2011;Blomert & Froyen, 2010). But there is evidence suggesting that readers with dyslexia also differ from typical readers when processing nonlinguistic audiovisual material.…”

mentioning

confidence: 99%

A General Audiovisual Temporal Processing Deficit in Adult Readers With Dyslexia

Francisco

Jesse

Groen

et al. 2017

J Speech Lang Hear Res

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Purpose Because reading is an audiovisual process, reading impairment may reflect an audiovisual processing deficit. The aim of the present study was to test the existence and scope of such a deficit in adult readers with dyslexia. Method We tested 39 typical readers and 51 adult readers with dyslexia on their sensitivity to the simultaneity of audiovisual speech and nonspeech stimuli, their time window of audiovisual integration for speech (using incongruent /aCa/ syllables), and their audiovisual perception of phonetic categories. Results Adult readers with dyslexia showed less sensitivity to audiovisual simultaneity than typical readers for both speech and nonspeech events. We found no differences between readers with dyslexia and typical readers in the temporal window of integration for audiovisual speech or in the audiovisual perception of phonetic categories. Conclusions The results suggest an audiovisual temporal deficit in dyslexia that is not specific to speech-related events. But the differences found for audiovisual temporal sensitivity did not translate into a deficit in audiovisual speech perception. Hence, there seems to be a hiatus between simultaneity judgment and perception, suggesting a multisensory system that uses different mechanisms across tasks. Alternatively, it is possible that the audiovisual deficit in dyslexia is only observable when explicit judgments about audiovisual simultaneity are required.

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Multi-sensory learning and learning to read

Cited by 63 publications

References 85 publications

Mapping Symbols to Sounds: Electrophysiological Correlates of the Impaired Reading Process in Dyslexia

Mapping Symbols to Sounds: Electrophysiological Correlates of the Impaired Reading Process in Dyslexia

Orthographic Dependency in the Neural Correlates of Reading: Evidence from Audiovisual Integration in English Readers

A General Audiovisual Temporal Processing Deficit in Adult Readers With Dyslexia

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