Longitudinal quantitative EEG study of children with different performances on a reading-writing test.

In a previous paper, using the same test for the evaluation of reading-writing abilities, Harmony et al. (1990b) reported that children with severe difficulties had more delta in fronto-temporal regions, and this was interpreted as a sign of underlying cerebral dysfunction. Children with severe and minor difficulties in the test had more diffuse theta absolute and relative powers and less alpha relative power. As theta decreases with age, while alpha increases, these results suggested that children with minor and severe difficulties in reading had a maturational lag with respect to those with normal performance. We conducted this study in order to test this hypothesis. Two different EEG records were obtained with an interval of 2.58-3.15 years in 49 children classified in 3 groups according to their performance in a reading-writing test. Group 1: adequate performance for age and degree (control group); group 2: below level performance with minor difficulties; and group 3: below level performance, with severe difficulties. The mean age of the groups in the first study was 9 years. Absolute (AP) and relative powers (RP) in the delta, theta, alpha and beta bands were computed for each session. In general, groups 3 and 2 showed greater changes than group 1 from session to session. ANOVAs performed by session clearly demonstrate many significant differences between groups in the first study, while few significant differences in parieto-occipital regions in theta RP were observed in the second session. These results point toward a maturational spurt of children from groups 2 and 3.