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...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wiley
2010-01-01
|
| Series: | Behavioural Neurology |
| Online Access: | http://dx.doi.org/10.3233/ben-2009-0257 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832556707053568000 |
|---|---|
| author | Mélanie Jucla Rodolphe Nenert Yves Chaix Jean-François Demonet |
| author_facet | Mélanie Jucla Rodolphe Nenert Yves Chaix Jean-François Demonet |
| author_sort | Mélanie Jucla |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-cd266aae5de04b39964f84cf9a29fe13 |
| institution | Kabale University |
| issn | 0953-4180 1875-8584 |
| language | English |
| publishDate | 2010-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Behavioural Neurology |
| spelling | doaj-art-cd266aae5de04b39964f84cf9a29fe132025-02-03T05:44:36ZengWileyBehavioural Neurology0953-41801875-85842010-01-01223-412112910.3233/ben-2009-0257Remediation Effects on N170 and P300 in Children with Developmental DyslexiaMélanie Jucla0Rodolphe Nenert1Yves Chaix2Jean-François Demonet3Inserm, Imagerie cérébrale et handicaps neurologiques UMR 825, Toulouse, FranceInserm, Imagerie cérébrale et handicaps neurologiques UMR 825, Toulouse, FranceInserm, Imagerie cérébrale et handicaps neurologiques UMR 825, Toulouse, FranceInserm, Imagerie cérébrale et handicaps neurologiques UMR 825, Toulouse, FranceThis 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.http://dx.doi.org/10.3233/ben-2009-0257 |
| spellingShingle | Mélanie Jucla Rodolphe Nenert Yves Chaix Jean-François Demonet Remediation Effects on N170 and P300 in Children with Developmental Dyslexia Behavioural Neurology |
| title | Remediation Effects on N170 and P300 in Children with Developmental Dyslexia |
| title_full | Remediation Effects on N170 and P300 in Children with Developmental Dyslexia |
| title_fullStr | Remediation Effects on N170 and P300 in Children with Developmental Dyslexia |
| title_full_unstemmed | Remediation Effects on N170 and P300 in Children with Developmental Dyslexia |
| title_short | Remediation Effects on N170 and P300 in Children with Developmental Dyslexia |
| title_sort | remediation effects on n170 and p300 in children with developmental dyslexia |
| url | http://dx.doi.org/10.3233/ben-2009-0257 |
| work_keys_str_mv | AT melaniejucla remediationeffectsonn170andp300inchildrenwithdevelopmentaldyslexia AT rodolphenenert remediationeffectsonn170andp300inchildrenwithdevelopmentaldyslexia AT yveschaix remediationeffectsonn170andp300inchildrenwithdevelopmentaldyslexia AT jeanfrancoisdemonet remediationeffectsonn170andp300inchildrenwithdevelopmentaldyslexia |