Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia

Neuroscience and education: prime time to build the bridge

“…These differences persist in pre-school and school-age children 76 . Notably, early ERP measures are predictive of reading skills at school 77,78 . Another study showed that ERPs obtained hours after birth have a strong relation to reading skills many years later, predicting whether the infant will develop dyslexia at age 8 with 81% accuracy 79 .…”

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

“…Previously, in the Jyväskylä Longitudinal Study of Dyslexia (JLD) as well as in other longitudinal studies, infant brain measures have been shown to predict preschool language and elementary school reading problems (Guttorm, Leppänen, Poikkeus, Eklund, Lyytinen, & Lyytinen, 2005;Leppänen et al, 2010;Molfese, 2000;van der Leij et al, 2013). In the current study, within the at-risk group, brain responses at the age of six months were strongly related to reading speed at 14 years in 8 th grade, and also to preschool cognitive skills phonology, letter knowledge, rapid automatized naming (RAN), and verbal short-term memory (verbal STM).…”

From temporal processing to developmental language disorders: mind the gap

“…There are studies linking rapid processing [64 -66] or beat detection [67] in pre-schoolers to future phonological awareness, as well as studies failing to find associations or producing unexpected findings [68]. There are also studies of infant and young children's brain responses to auditory stimuli that are predictive of future language and literacy development but do not fit within temporal theories because their stimuli were neither rapid nor beat-related [63,69,70].…”