Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Clinic of Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany.
Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Clinic of Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany.
Clin Neurophysiol. 2019 Aug;130(8):1329-1341. doi: 10.1016/j.clinph.2019.05.018. Epub 2019 May 31.
Individuals with dyslexia often suffer from deficient segmental phonology, but the status of suprasegmental phonology (prosody) is still discussed.
In three passive-listening event-related brain potential (ERP) studies, we examined prosodic processing in literacy-impaired children for various prosodic units by contrasting the processing of word-level and phrase-level prosody, alongside segmental phonology. We retrospectively analysed school children's ERPs at preschool age for discrimination of vowel length (phoneme processing), discrimination of stress pattern (word-level prosody), and processing of prosodic boundaries (phrase-level prosody).
We found differences between pre-schoolers with and without later literacy difficulties for phoneme and stress pattern discrimination, but not for prosodic boundary perception.
Our findings complement the picture of phonological processing in dyslexia by confirming difficulties in segmental phonology and showing that prosodic processing is affected for the smaller word level, but not the larger phrase level.
These findings might have implications for early interventions, considering both phonemic awareness and stress pattern training.
诵读困难个体常存在分段音系缺陷，但超音段音系（韵律）的情况仍存在争议。
在三项被动聆听事件相关脑电位（ERP）研究中，我们通过对比词级和词组级韵律以及分段音系，检查了有读写障碍的儿童对各种韵律单位的韵律加工情况。我们回顾性分析了学龄前儿童的 ERP，以区分元音长度（音位处理）、重音模式（词级韵律）和韵律边界处理（词组级韵律）。
我们发现，有和无后期读写困难的学龄前儿童在音位和重音模式的辨别上存在差异，但在韵律边界感知上没有差异。
我们的发现通过证实分段音系存在困难，并表明韵律加工受到较小词级的影响，而不受较大词组级的影响，补充了诵读困难的语音处理情况。这些发现可能对早期干预具有意义，因为同时考虑到音位意识和重音模式训练。
