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Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies

We use a neurocognitive perspective to discuss the contribution of learning letter-speech sound (L-SS) associations and visual specialization in the initial phases of reading in dyslexic children. We review findings from associative learning studies on related cognitive skills important for establis...

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Autores principales: Fraga González, Gorka, Žarić, Gojko, Tijms, Jurgen, Bonte, Milene, van der Molen, Maurits W.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5297299/
https://www.ncbi.nlm.nih.gov/pubmed/28106790
http://dx.doi.org/10.3390/brainsci7010010
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author Fraga González, Gorka
Žarić, Gojko
Tijms, Jurgen
Bonte, Milene
van der Molen, Maurits W.
author_facet Fraga González, Gorka
Žarić, Gojko
Tijms, Jurgen
Bonte, Milene
van der Molen, Maurits W.
author_sort Fraga González, Gorka
collection PubMed
description We use a neurocognitive perspective to discuss the contribution of learning letter-speech sound (L-SS) associations and visual specialization in the initial phases of reading in dyslexic children. We review findings from associative learning studies on related cognitive skills important for establishing and consolidating L-SS associations. Then we review brain potential studies, including our own, that yielded two markers associated with reading fluency. Here we show that the marker related to visual specialization (N170) predicts word and pseudoword reading fluency in children who received additional practice in the processing of morphological word structure. Conversely, L-SS integration (indexed by mismatch negativity (MMN)) may only remain important when direct orthography to semantic conversion is not possible, such as in pseudoword reading. In addition, the correlation between these two markers supports the notion that multisensory integration facilitates visual specialization. Finally, we review the role of implicit learning and executive functions in audiovisual learning in dyslexia. Implications for remedial research are discussed and suggestions for future studies are presented.
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spelling pubmed-52972992017-02-10 Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies Fraga González, Gorka Žarić, Gojko Tijms, Jurgen Bonte, Milene van der Molen, Maurits W. Brain Sci Review We use a neurocognitive perspective to discuss the contribution of learning letter-speech sound (L-SS) associations and visual specialization in the initial phases of reading in dyslexic children. We review findings from associative learning studies on related cognitive skills important for establishing and consolidating L-SS associations. Then we review brain potential studies, including our own, that yielded two markers associated with reading fluency. Here we show that the marker related to visual specialization (N170) predicts word and pseudoword reading fluency in children who received additional practice in the processing of morphological word structure. Conversely, L-SS integration (indexed by mismatch negativity (MMN)) may only remain important when direct orthography to semantic conversion is not possible, such as in pseudoword reading. In addition, the correlation between these two markers supports the notion that multisensory integration facilitates visual specialization. Finally, we review the role of implicit learning and executive functions in audiovisual learning in dyslexia. Implications for remedial research are discussed and suggestions for future studies are presented. MDPI 2017-01-18 /pmc/articles/PMC5297299/ /pubmed/28106790 http://dx.doi.org/10.3390/brainsci7010010 Text en © 2017 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Review
Fraga González, Gorka
Žarić, Gojko
Tijms, Jurgen
Bonte, Milene
van der Molen, Maurits W.
Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies
title Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies
title_full Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies
title_fullStr Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies
title_full_unstemmed Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies
title_short Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies
title_sort contributions of letter-speech sound learning and visual print tuning to reading improvement: evidence from brain potential and dyslexia training studies
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5297299/
https://www.ncbi.nlm.nih.gov/pubmed/28106790
http://dx.doi.org/10.3390/brainsci7010010
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