What does the brain of children with developmental dyslexia tell us about reading improvement? ERP evidence from an intervention study

Sandra Hasko, Katarina Groth, Jennifer Bruder, Jürgen Bartling, Gerd Schulte-Körne, Sandra Hasko, Katarina Groth, Jennifer Bruder, Jürgen Bartling, Gerd Schulte-Körne

Abstract

Intervention is key to managing developmental dyslexia (DD), but not all children with DD benefit from treatment. Some children improve (improvers, IMP), whereas others do not improve (non-improvers, NIMP). Neurobiological differences between IMP and NIMP have been suggested, but studies comparing IMP and NIMP in childhood are missing. The present study examined whether ERP patterns change with treatment and differ between IMP and NIMP. We investigated the ERPs of 28 children with DD and 25 control children (CON) while performing a phonological lexical decision (PLD) task before and after a 6-month intervention. After intervention children with DD were divided into IMP (n = 11) and NIMP (n = 17). In the PLD-task children were visually presented with words, pseudohomophones, pseudowords, and false fonts and had to decide whether the presented stimulus sounded like an existing German word or not. Prior to intervention IMP showed higher N300 amplitudes over fronto-temporal electrodes compared to NIMP and CON and N400 amplitudes were attenuated in both IMP and NIMP compared to CON. After intervention N300 amplitudes of IMP were comparable to those of CON and NIMP. This suggests that the N300, which has been related to phonological access of orthographic stimuli and integration of orthographic and phonological representations, might index a compensatory mechanism or precursor that facilitates reading improvement. The N400, which is thought to reflect grapheme-phoneme conversion or the access to the orthographic lexicon increased in IMP from pre to post and was comparable to CON after intervention. Correlations between N300 amplitudes pre, growth in reading ability and N400 amplitudes post indicated that higher N300 amplitudes might be important for reading improvement and increase in N400 amplitudes. The results suggest that children with DD, showing the same cognitive profile might differ regarding their neuronal profile which could further influence reading improvement.

Keywords: N300; N400; developmental dyslexia; electrophysiology; improvement; intervention; non-improvement; treatment.

Figures

Figure 1
Figure 1
Phonological lexical decision task. Words (W; e.g., Mund /mʊnt/, engl.: mouth), pseudohomophones (PH; e.g., Munt /mʊnt/), pseudowords (PW; e.g., Munk /mʊηk/) and false fonts (FF; e.g., Жﬠπ λ) were presented individually in white on black background in the center of a 17 inch screen. Participants were instructed to decide via button press whether a presented stimulus sounded like a real word or not. Figure taken from Hasko et al. (2013).
Figure 2
Figure 2
Illustration of the 128-channel-system and electrode position taken from Electrical Geodesics Inc. (2007). Filled blue circles depict electrodes included in the ROI of the N400. Filled green circles depict electrodes included in the LH and RH ROIs of the N300.
Figure 3
Figure 3
N400 mean peak amplitudes for control children (CON), improvers (IMP), and non-improvers (NIMP). (A) Illustrates group differences before intervention (pre). (B) Depicts treatment effects. (C) Shows group differences after intervention (post). CP = centro-parietal electrodes included in the ROI of the N400. Negativity is depicted upwards. Error bars illustrate standard deviation. *one-sided alpha-level.
Figure 4
Figure 4
N300 mean peak amplitudes for control children (CON), improvers (IMP), and non-improvers (NIMP) before intervention. (A) Illustrates group differences in the left hemisphere (LH). (B) Depicts group differences in the right hemisphere (RH). FT = fronto-temporal electrodes included in the LH and RH ROI of the N300. Negativity is depicted upwards. Error bars illustrate standard deviation.
Figure 5
Figure 5
Illustration of the N300 after intervention. FT = fronto-temporal electrodes included in the left hemispheric and right hemispheric ROI of the N300 for control children (CON), improvers (IMP), and non-improvers (NIMP). Negativity is depicted upwards.
Figure 6
Figure 6
Behavioral results for the PLD—task for control children (CON), improvers (IMP), and non-improvers (NIMP) before (pre) and after (post) intervention. (A) Depicts accuracy data and (B) illustrates reaction time data. Error bars illustrate standard deviation. *p < 0.05; ns, non-significant.

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Source: PubMed

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