Cargando…

Remediation Effects on N170 and P300 in Children with Developmental Dyslexia

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 ch...

Descripción completa

Detalles Bibliográficos
Autores principales: Jucla, Mélanie, Nenert, Rodolphe, Chaix, Yves, Demonet, Jean-François
Formato: Online Artículo Texto
Lenguaje:English
Publicado: IOS Press 2010
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5434325/
https://www.ncbi.nlm.nih.gov/pubmed/20595744
http://dx.doi.org/10.3233/ben-2009-0257
Descripción
Sumario: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.