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Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling

Efficient and automatic integration of letters and speech sounds is assumed to enable fluent word recognition and may in turn also underlie the build-up of high-quality orthographic representations, which are relevant for accurate spelling. While previous research showed that developmental dyslexia...

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Autores principales: Kemény, Ferenc, Gangl, Melanie, Banfi, Chiara, Bakos, Sarolta, Perchtold, Corinna M., Papousek, Ilona, Moll, Kristina, Landerl, Karin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6246711/
https://www.ncbi.nlm.nih.gov/pubmed/30487742
http://dx.doi.org/10.3389/fnhum.2018.00449
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author Kemény, Ferenc
Gangl, Melanie
Banfi, Chiara
Bakos, Sarolta
Perchtold, Corinna M.
Papousek, Ilona
Moll, Kristina
Landerl, Karin
author_facet Kemény, Ferenc
Gangl, Melanie
Banfi, Chiara
Bakos, Sarolta
Perchtold, Corinna M.
Papousek, Ilona
Moll, Kristina
Landerl, Karin
author_sort Kemény, Ferenc
collection PubMed
description Efficient and automatic integration of letters and speech sounds is assumed to enable fluent word recognition and may in turn also underlie the build-up of high-quality orthographic representations, which are relevant for accurate spelling. While previous research showed that developmental dyslexia is associated with deficient letter-speech sound integration, these studies did not differentiate between subcomponents of literacy skills. In order to investigate whether deficient letter-speech sound integration is associated with deficits in reading and/or spelling, three groups of third graders were recruited: (1) children with combined deficits in reading and spelling (RSD, N = 10); (2) children with isolated spelling deficit (ISD, N = 17); and (3) typically developing children (TD, N = 21). We assessed the neural correlates (EEG) of letter-speech sound integration using a Stroop-like interference paradigm: participants had to decide whether two visually presented letters look identical. In case of non-identical letter pairs, conflict items were the same letter in lower and upper case (e.g., “T t”), while non-conflict items were different letters (e.g., “T k”). In terms of behavioral results, each of the three groups exhibited a comparable amount of conflict-related reaction time (RT) increase, which may be a sign for no general inhibitory deficits. Event-related potentials (ERPs), on the other hand, revealed group-based differences: the amplitudes of the centro-parietal conflict slow potential (cSP) were increased for conflicting items in typical readers as well as the ISD group. Preliminary results suggest that this effect was missing for children with RSD. The results suggest that deficits in automatized letter-speech sound associations are associated with reading deficit, but no impairment was observed in spelling deficit.
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spelling pubmed-62467112018-11-28 Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling Kemény, Ferenc Gangl, Melanie Banfi, Chiara Bakos, Sarolta Perchtold, Corinna M. Papousek, Ilona Moll, Kristina Landerl, Karin Front Hum Neurosci Neuroscience Efficient and automatic integration of letters and speech sounds is assumed to enable fluent word recognition and may in turn also underlie the build-up of high-quality orthographic representations, which are relevant for accurate spelling. While previous research showed that developmental dyslexia is associated with deficient letter-speech sound integration, these studies did not differentiate between subcomponents of literacy skills. In order to investigate whether deficient letter-speech sound integration is associated with deficits in reading and/or spelling, three groups of third graders were recruited: (1) children with combined deficits in reading and spelling (RSD, N = 10); (2) children with isolated spelling deficit (ISD, N = 17); and (3) typically developing children (TD, N = 21). We assessed the neural correlates (EEG) of letter-speech sound integration using a Stroop-like interference paradigm: participants had to decide whether two visually presented letters look identical. In case of non-identical letter pairs, conflict items were the same letter in lower and upper case (e.g., “T t”), while non-conflict items were different letters (e.g., “T k”). In terms of behavioral results, each of the three groups exhibited a comparable amount of conflict-related reaction time (RT) increase, which may be a sign for no general inhibitory deficits. Event-related potentials (ERPs), on the other hand, revealed group-based differences: the amplitudes of the centro-parietal conflict slow potential (cSP) were increased for conflicting items in typical readers as well as the ISD group. Preliminary results suggest that this effect was missing for children with RSD. The results suggest that deficits in automatized letter-speech sound associations are associated with reading deficit, but no impairment was observed in spelling deficit. Frontiers Media S.A. 2018-11-14 /pmc/articles/PMC6246711/ /pubmed/30487742 http://dx.doi.org/10.3389/fnhum.2018.00449 Text en Copyright © 2018 Kemény, Gangl, Banfi, Bakos, Perchtold, Papousek, Moll and Landerl. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Neuroscience
Kemény, Ferenc
Gangl, Melanie
Banfi, Chiara
Bakos, Sarolta
Perchtold, Corinna M.
Papousek, Ilona
Moll, Kristina
Landerl, Karin
Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling
title Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling
title_full Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling
title_fullStr Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling
title_full_unstemmed Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling
title_short Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling
title_sort deficient letter-speech sound integration is associated with deficits in reading but not spelling
topic Neuroscience
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6246711/
https://www.ncbi.nlm.nih.gov/pubmed/30487742
http://dx.doi.org/10.3389/fnhum.2018.00449
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