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A Psycholinguistic Framework for Diagnosis and Treatment Planning of Developmental Speech Disorders
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A Standardized Protocol for Maximum Repetition Rate Assessment in Children
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Predictors for grade 6 reading in children at familial risk of dyslexia
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N1 lateralization and dyslexia: An event‐related potential study in children with a familial risk of dyslexia
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Abstract:
The rapid automatic specialized processing of printed words is signalled by the left‐lateralization of the N1 component in the visual event‐related potential (ERP). In the present study, we have investigated whether differences in N1 lateralization can be observed between Dutch children with and without (a familial risk of) dyslexia around the age of 12 years using a linguistic judgement task. Forty‐five participants were included in the ERP analysis, 18 in the low familial risk group without dyslexia, 15 in the high familial risk group without dyslexia, and 12 in the high familial risk group with dyslexia. The results showed that although the N1 peaked slightly earlier in the left hemisphere, the N1 amplitude was right‐lateralized in all groups. Moreover, there were no group differences in N1 amplitude or latency, and there was no relationship between reading (related) test scores and N1 characteristics. The results of the present study and our previous findings in adults suggest that print‐tuning lateralization is a process that is still developing in adolescence. Because other studies did find N1 lateralization in younger readers with a print versus nonprint contrast, the current results seem to indicate that differences in N1 lateralization also depend on the experimental paradigm.
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Research Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6587992/ http://www.ncbi.nlm.nih.gov/pubmed/30407716 https://doi.org/10.1002/dys.1604
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Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia
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Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
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Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review
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The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia
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Preliteracy signatures of poor-reading abilities in resting-state EEG
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Development of a learning task for a process-oriented diagnostics of developmental speech sound disorders: a pilot study
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