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Neural stability: A reflection of automaticity in reading
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Abstract:
Automaticity, the ability to perform a task rapidly with minimal effort, plays a key role in reading fluency and is indexed by rapid automatized naming (RAN) and processing speed. Yet little is known about automaticity’s neurophysiologic underpinnings. The more efficiently sound is encoded, the more automatic sound processing can be. In turn, this automaticity could free up cognitive resources such as attention and working memory to help build an integrative reading network. Therefore, we hypothesized that automaticity and reading fluency correlate with stable neural representation of sounds, given a larger body of literature suggesting the close relationship between neural stability and the integrative function in the central auditory system. To test this hypothesis, we recorded the frequency-following responses (FFR) to speech syllables and administered cognitive and reading measures to school-aged children. We show that the stability of neural responses to speech correlates with RAN and processing speed, but not phonological awareness. Moreover, the link between neural stability and RAN mediates the previously-determined link between neural stability and reading ability. Children with a RAN deficit have especially unstable neural responses. Our neurophysiological approach illuminates a potential neural mechanism specific to RAN, which in turn indicates a relationship between synchronous neural firing in the auditory system and automaticity critical for reading fluency.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5565231/
https://doi.org/10.1016/j.neuropsychologia.2017.07.023
http://www.ncbi.nlm.nih.gov/pubmed/28736204
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Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children
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Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds
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| 4 |
Unstable representation of sound: A biological marker of dyslexia
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| 5 |
Neural Correlates of Reading Ability and Their Plasticity in Response to Auditory Training
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Assistive listening devices drive neuroplasticity in children with dyslexia
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Auditory brainstem measures predict reading and speech-in-noise perception in school-aged children
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Context-dependent encoding in the human auditory brainstem relates to hearing speech in noise: Implications for developmental dyslexia
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Subcortical differentiation of stop consonants relates to reading and speech-in-noise perception
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| 14 |
Neural Correlates of Orthographic and Phonological Consistency Effects in Children
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