Institute of Psychology, University of Graz, Austria.
Institute of Psychology, University of Graz, Austria.
Int J Psychophysiol. 2018 Aug;130:53-62. doi: 10.1016/j.ijpsycho.2018.05.009. Epub 2018 May 24.
Findings on the neurophysiological correlates of developmental dyslexia are mixed, due to the differential conceptualization of the impairment. Studies differ on whether participants with developmental dyslexia are recruited based on reading skills only or reading as well as spelling skills. The current study contrasts the contribution of impaired reading and spelling to ERP correlates of print sensitivity, lexico-semantic access and sensitivity to orthographic regularities. Four groups of children were recruited: isolated reading deficit, isolated spelling deficit, combined reading and spelling deficit, and typically developing. Their neural correlates (EEG) of word, pseudohomophone, and pseudoword reading, as well as false font processing were compared. 1) All groups showed higher N1 amplitudes to letters than to false fonts. 2) Good spellers exhibited more negative N400 amplitudes for meaningless (pseudowords) than for meaningful stimuli (words and pseudohomophones). This effect was not observed in poor spellers. 3) Good readers showed sensitivity to orthographic regularities in a later time window (700-900 ms), whereas this was not the case for poor readers. 1) Print sensitivity is not affected by reading and/or spelling deficit in German-speaking 3rd graders. 2) Spelling deficits are associated with a reduced orthographic lexicon, 3) Reading deficits are associated with atypical use of sublexical information. As this effect was observed after lexico-semantic access, the results are discussed in terms of a possible orthographic reanalysis hypothesis.
发展性阅读障碍的神经生理学相关性研究结果不一，这是由于对该障碍的不同概念化所致。研究在参与者是否仅根据阅读技能或阅读和拼写技能招募方面存在差异。本研究对比了阅读和拼写障碍对印刷品敏感性、词汇语义访问和对正字法规则敏感性的 ERP 相关性的贡献。招募了四组儿童：孤立性阅读障碍、孤立性拼写障碍、读写结合性阅读障碍和典型发育儿童。比较了他们的单词、假同音字和假词阅读以及假字体处理的神经相关性（EEG）。1）所有组对字母的 N1 振幅均高于对假字体的 N1 振幅。2）拼写良好的儿童对无意义（假词）的 N400 振幅比有意义的刺激（单词和假同音字）的 N400 振幅更大。这种效应在拼写较差的儿童中未观察到。3）良好的读者在稍后的时间窗口（700-900ms）表现出对正字法规则的敏感性，而较差的读者则没有这种情况。1）在德语 3 年级学生中，阅读和/或拼写障碍不会影响印刷品敏感性。2）拼写障碍与较小的词汇量减少有关。3）阅读障碍与亚词汇信息的异常使用有关。由于该效应是在词汇语义访问之后观察到的，因此该结果根据可能的正字法重新分析假说进行了讨论。
