The neurophysiological basis of the integration of written and heard syllables in dyslexic adults

Mittag, Maria; Thesleff, Paula; Laasonen, Marja; Kujala, Teija

doi:10.1016/j.clinph.2012.08.003

Cited by 29 publications

(39 citation statements)

References 55 publications

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“…Typical readers showed an enhancement of the MMN in response to deviant spoken syllables compared with standards when letters were presented with the speech stimuli (Froyen, Willems, & Blomert, 2011) but not when scrambled images were presented with the speech (Mittag, Thesleff, Laasonen, & Kujala, 2013). This enhancement of the MMN was absent in children with dyslexia (Froyen et al, 2011) and adults (Mittag et al, 2013). The lack of enhancement of the MMN in people with dyslexia suggests that early and automatic letter-speech sound integration is absent (Froyen et al, 2011;Mittag et al, 2013).…”

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confidence: 78%

“…The MMN is evoked in an oddball paradigm when, in a sequence of auditory stimuli, a rarely presented sound (the deviant) deviates from a frequently presented sound (the standard). Typical readers showed an enhancement of the MMN in response to deviant spoken syllables compared with standards when letters were presented with the speech stimuli (Froyen, Willems, & Blomert, 2011) but not when scrambled images were presented with the speech (Mittag, Thesleff, Laasonen, & Kujala, 2013). This enhancement of the MMN was absent in children with dyslexia (Froyen et al, 2011) and adults (Mittag et al, 2013).…”

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confidence: 87%

“…This enhancement of the MMN was absent in children with dyslexia (Froyen et al, 2011) and adults (Mittag et al, 2013). The lack of enhancement of the MMN in people with dyslexia suggests that early and automatic letter-speech sound integration is absent (Froyen et al, 2011;Mittag et al, 2013).…”

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confidence: 87%

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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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confidence: 78%

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confidence: 87%

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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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“…This phoneme–grapheme binding becomes automatic for most readers by second grade, after sufficient practice and experience (Blomert, 2011; Froyen, Willems, & Blomert, 2011), resulting in a stable integrated “graphoneme” object representation (Whitney & Cornelissen, 2005). However, for some individuals, this process remains difficult, reflected in lower reading ability Poorer readers have been demonstrated to be able to learn phoneme–grapheme pairings similarly to typical readers but do not automatically draw on this information even after years of instruction and practice (Froyen et al, 2011, p. 644; Mittag, Thesleff, Laasonen, & Kujala, 2013). Thus, this integration of auditory phonological and visual orthographic linguistic information is critical for reading acquisition, and individual differences in this skill may directly impact reading ability.…”

Section: Introductionmentioning

confidence: 99%

Individual Differences in Crossmodal Brain Activity Predict Arcuate Fasciculus Connectivity in Developing Readers

Gullick¹,

Booth

2014

Journal of Cognitive Neuroscience

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Crossmodal integration of auditory and visual information, such as phonemes and graphemes, is a critical skill for fluent reading. Previous work has demonstrated that white matter connectivity along the arcuate fasciculus (AF) is predicted by reading skill and that crossmodal processing particularly activates the posterior STS (pSTS). However, the relationship between this crossmodal activation and white matter integrity has not been previously reported. We investigated the interrelationship of crossmodal integration, both in terms of behavioral performance and pSTS activity, with AF tract coherence using a rhyme judgment task in a group of 47 children with a range of reading abilities. We demonstrate that both response accuracy and pSTS activity for crossmodal (auditory–visual) rhyme judgments was predictive of fractional anisotropy along the left AF. Unimodal (auditory-only or visual-only) pSTS activity was not significantly related to AF connectivity. Furthermore, activity in other reading-related ROIs did not show the same AV-only AF coherence relationship, and AV pSTS activity was not related to connectivity along other language-related tracts. This study is the first to directly show that crossmodal brain activity is specifically related to connectivity in the AF, supporting its role in phoneme–grapheme integration ability. More generally, this study helps to define an interdependent neural network for reading-related integration.

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“…As mentioned before, reading impairment might reflect a deficit in audiovisual processing and, indeed, children and adult dyslexic readers have been shown to inadequately process audiovisual objects, for instance, while being presented with audiovisual and unisensory letters and speech sounds (Blau, van Atteveldt, Ekkebus, Goebel, & Blomert, 2009;Blau et al, 2010;Froyen, Willems, & Blomert, 2011;Kast, Bezzola, Jäncke, & Meyer, 2011;Kronschnabel, Brem, Maurer, & Brandeis, 2014;Mittag, Thesleff, Laasonen, & Kujala, 2013), while identifying unisensory and audiovisual speech (e.g., Hayes, Tiippana, Nicol, Sams, & Kraus, 2003), and while matching non-linguistic audiovisual materials (e.g., rectangles and tones, Widmann, Schröger, Tervaniemi, Pakarinen, & Kujala, 2012). For a subset of the sample of participants tested in this study, we have recently shown differences between dyslexic and typical adult readers in their audiovisual temporal sensitivity (Francisco, Jesse, Groen, & McQueen, 2017).…”

Section: Introductionmentioning

confidence: 99%

Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability

Francisco

Groen

Jesse³

et al. 2017

Learning and Individual Differences

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The aim of this study was to clarify whether audiovisual processing accounted for variance in reading and reading-related abilities, beyond the effect of a set of measures typically associated with individual differences in both reading and audiovisual processing. Testing adults with and without a diagnosis of dyslexia, we showed that-across all participants, and after accounting for variance in cognitive abilities-audiovisual temporal sensitivity contributed uniquely to variance in reading errors. This is consistent with previous studies demonstrating an audiovisual deficit in dyslexia. Additionally, we showed that speechreading (identification of speech based on visual cues from the talking face alone) was a unique contributor to variance in phonological awareness in dyslexic readers only: those who scored higher on speechreading, scored lower on phonological awareness. This suggests a greater reliance on visual speech as a compensatory mechanism when processing auditory speech is problematic. A secondary aim of this study was to better understand the nature of dyslexia. The finding that a sub-group of dyslexic readers scored low on phonological awareness and high on speechreading is consistent with a hybrid perspective of dyslexia: There are multiple possible pathways to reading impairment, which may translate into multiple profiles of dyslexia.

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The neurophysiological basis of the integration of written and heard syllables in dyslexic adults

Cited by 29 publications

References 55 publications

A General Audiovisual Temporal Processing Deficit in Adult Readers With Dyslexia

A General Audiovisual Temporal Processing Deficit in Adult Readers With Dyslexia

Individual Differences in Crossmodal Brain Activity Predict Arcuate Fasciculus Connectivity in Developing Readers

Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability

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