Department of Psychology, University of Jyväskylä, P.O. Box 35, 40014 University of Jyväskylä, Finland.
Logopedics, University of Oulu, P.O. Box 1000, 90014 University of Oulu, Finland.
Int J Psychophysiol. 2015 Feb;95(2):101-12. doi: 10.1016/j.ijpsycho.2014.04.004. Epub 2014 Apr 16.
Multiple risk factors can affect the development of specific reading problems or dyslexia. In addition to the most prevalent and studied risk factor, phonological processing, auditory discrimination problems have also been found in children and adults with reading difficulties. The present study examined 37 children between the ages of 5 and 6, 11 of which had multiple risk factors for developing reading problems. The children participated in a passive oddball EEG experiment with sinusoidal sounds with changes in sound frequency, duration, or intensity. The responses to the standard stimuli showed a negative voltage shift in children at risk for reading problems compared to control children at 107-215 ms in frontocentral areas corresponding to P1 offset and N250 onset. Source analyses showed that the difference originated from the left and right auditory cortices. Additionally, the children at risk for reading problems had a larger late discriminative negativity (LDN) response in amplitude for sound frequency change than the control children. The amplitudes at the P1-N250 time window showed correlations to letter knowledge and phonological identification whereas the amplitudes at the LDN time window correlated with verbal short-term memory and rapid naming. These results support the view that problems in basic auditory processing abilities precede the onset of reading instruction and can act as one of the risk factors for dyslexia.
多种风险因素会影响特定阅读障碍或诵读困难的发展。除了最普遍和研究最多的风险因素——语音处理，在阅读困难的儿童和成人中也发现了听觉辨别问题。本研究检查了 37 名 5 至 6 岁的儿童，其中 11 名存在阅读问题发展的多种风险因素。儿童参加了一个带有正弦声音的被动 Oddball EEG 实验，声音的频率、时长或强度发生了变化。与对照组儿童相比，有阅读障碍风险的儿童对标准刺激的反应在前额中央区域的 107-215 毫秒处表现出负电压偏移，与 P1 偏移和 N250 起始相对应。源分析表明，差异源自左右听觉皮层。此外，有阅读障碍风险的儿童对声音频率变化的后期辨别负波（LDN）的反应幅度较大，而对照组儿童的反应幅度较小。P1-N250 时间窗口的振幅与字母知识和语音识别相关，而 LDN 时间窗口的振幅与言语短期记忆和快速命名相关。这些结果支持了这样一种观点，即基本听觉处理能力的问题先于阅读教学的开始，并可能成为诵读困难的风险因素之一。
