Remediation effects on N170 and P300 in children with developmental dyslexia

被引:0
作者
Jucla, Melanie [1 ,2 ]
Nenert, Rodolphe [1 ,3 ]
Chaix, Yves [1 ,3 ,4 ]
Demonet, Jean-Francois [1 ,3 ,4 ]
机构
[1] INSERM, Imagerie Cerebrale & Handicaps Neurol UMR 825, Toulouse, France
[2] Univ Toulouse 2, EA Octogone Lab Jacques Lordat, EA 4156, Toulouse, France
[3] Univ Toulouse, UPS, CHU Purpan, Imagerie Cerebrale & Handicaps Neurol UMR 825, Toulouse 9, France
[4] CHU Purpan, CHU Toulouse, Toulouse 9, France
关键词
Developmental dyslexia; remediation; children; phonological; visual attention; ERPs; EVENT-RELATED POTENTIALS; VISUAL WORD RECOGNITION; READING DISABILITIES; MODIFIED SPEECH; LETTER-STRINGS; TIME-COURSE; ATTENTION; DEFICITS; DISCRIMINATION; PERFORMANCE;
D O I
10.3233/BEN-2009-0257
中图分类号
R74 [神经病学与精神病学];
学科分类号
摘要
This study aimed at investigating the ERP correlates (N170 and P300 components) of a multimodal training program focused in dyslexia. ERPs were obtained from 32 electrodes in 24 French children with developmental dyslexia (mean age 10 years 7 months) during a visual lexical decision task. All the children received two intensive two-month evidence-based training programs: one based on phonemic awareness and the other on visual and orthographic processing in a cross-over design. Ten control children matched on chronological age were also tested. We showed dissociation between N170. P300 and behavioral improvement. In the dyslexic group. P300 amplitude decreased for non-words and words as the latter yielded performance improvement. In the control group, the same effect was observed for pseudo-words. At the same time, the opposite pattern occurred for the N170 latency, which was shortened for pseudo-words and pseudo-homophones in the dyslexic group and for words in the typically achieving children. We argue that training might modulate cortical activity in dyslexic children in a visual word recognition task. Considering the well-known implication of P300 in attentional processes, our results reflect the strong link between reading skill improvement after remediation and visual attentional process maturation.
引用
收藏
页码:121 / 129
页数:9
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