Highlights • Organization of brain networks in dyslexics and typically-reading controls. • Minimum spanning tree (MST) graphs were derived from connectivity matrices. • Graph metrics in the ...theta-band showed less integrated network configuration in dyslexics.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Recent studies suggest that individuals with dyslexia may be impaired in probability learning and performance monitoring. These observations are consistent with findings indicating atypical neural ...activations in frontostriatal circuits in the brain, which are important for associative learning. The current study further examined probability learning and performance monitoring in adult individuals with dyslexia (n = 23) and typical readers (n = 31) using two varieties of a typical probabilistic learning task. In addition to performance measures, we measured heart rate, focusing on cardiac slowing with negative feedback as a manifestation of the automatic performance monitoring system. One task required participants to learn associations between artificial script and speech sounds and the other task required them to learn associations between geometric forms and bird sounds. Corrective feedback (informative or random) was provided in both tasks. Performance results indicated that individuals with dyslexia and typical readers learned the associations equally well in contrast to expectations. We found the typical cardiac response associated with feedback processing consisting of a heart rate slowing with the presentation of the feedback and a return to baseline thereafter. Interestingly, the heart rate slowing associated with feedback was less pronounced and the return to baseline was delayed in individuals with dyslexia relative to typical readers. These findings were interpreted in relation to current theorizing of performance monitoring linking the salience network in the brain to autonomic functioning.
Recent studies suggest that individuals with dyslexia may be impaired in learning and performance monitoring mechanisms. Here, we present a novel approach to the study of dyslexia, focusing on heart rate changes associated with performance feedback during a probability, letter‐speech sound learning task. We observed a typical cardiac slowing associated with negative feedback, which was less pronounced and delayed in dyslexic readers. Performance data revealed only slightly longer reaction times and comparable accuracy. This study provides a new characterization of the deficits underlying dyslexia that complements previous findings on the salience network in the brain.
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BFBNIB, DOBA, FSPLJ, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, UILJ, UKNU, UL, UM, UPUK
•There was no lateralization effect in N170 for words in dyslexics.•After training, dyslexic improvers showed a bilateral decrease of N170 for words.•The decrease of N170 at the left hemisphere was ...associated with reading gains.•Pre-test N170 discriminated between improvers vs. non-improvers.
The present study examined training effects in dyslexic children on reading fluency and the amplitude of N170, a negative brain-potential component elicited by letter and symbol strings. A group of 18 children with dyslexia in 3rd grade (9.05±0.46years old) was tested before and after following a letter-speech sound mapping training. A group of 20 third-grade typical readers (8.78±0.35years old) performed a single time on the same brain potential task. The training was differentially effective in speeding up reading fluency in the dyslexic children. In some children, training had a beneficial effect on reading fluency (‘improvers’) while a training effect was absent in others (‘non-improvers’). Improvers at pre-training showed larger N170 amplitude to words compared to non-improvers. N170 amplitude decreased following training in improvers but not in non-improvers. But the N170 amplitude pattern in improvers continued to differ from the N170 amplitude pattern across hemispheres seen in typical readers. Finally, we observed a positive relation between the decrease in N170 amplitude and gains in reading fluency. Collectively, the results that emerged from the present study indicate the sensitivity of N170 amplitude to reading fluency and its potential as a predictor of reading fluency acquisition.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
This study examines whether two frequently reported causes of dyslexia, phonological processing problems and verbal memory impairments, represent a double‐deficit or whether they are two expressions ...of the same deficit. Two‐hundred‐and‐sixty‐seven Dutch children aged 10–14 with dyslexia completed a list‐learning task and several phonological tasks, together with a number of reading and spelling tests. The results indicate that phonological deficits and verbal memory impairments in dyslexia stem from the same root, which seemingly reflects an inaccurate encoding of the phonological characteristics of verbal information. This phonological encoding deficit is a negative predictor for both the reading and spelling skills of dyslexic children.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Researchers have looked into the role of individual differences in second language learning and found that differences between learners in areas such as language aptitude, language learning ...motivation and exposure to the language influence second language learning. Most of this research concerned adults. Far fewer studies have addressed the role of individual differences in second language learning of young learners.As second language learning programmes tend to start earlier than before and children are nowadays frequently exposed to a foreign language in social settings such as online games and social media, studying the role of individual differences in young learners can contribute both to SLA-theories and to evidence-based L2 education.This book discusses recent findings concerning the role of individual differences in language learning in young learners. The chapters in the book concern different topics linked to internal individual differences such as language aptitude, motivation, attitude and external individual differences such as exposure and type of instruction, the relative contribution of internal and external factors to language learning, and the interplay between the two types of individual differences.
Short and long‐term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexico‐phonological processing of ...words. The treatment is computer‐based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d>0.80 for all variables). Following the treatment, participants attained an average level of text‐reading and spelling. The attained level of reading words and reading text was found to be stable over a four‐year follow‐up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter.1
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
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