Longitudinal interactions between brain and cognitive measures on reading development from 6 months to 14 years
Lohvansuu, K., Hämäläinen, J., Ervast, L., Lyytinen, H., & Leppänen, P. H. (2018). Longitudinal interactions between brain and cognitive measures on reading development from 6 months to 14 years. Neuropsychologia, 108, 6-12. https://doi.org/10.1016/j.neuropsychologia.2017.11.018
DisciplinePsykologiaMonitieteinen aivotutkimuskeskusPsychologyCentre for Interdisciplinary Brain Research
© 2017 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier Ltd. Published in this repository with the kind permission of the publisher.
Dyslexia is a neurobiological disorder impairing learning to read. Brain responses of infants at genetic risk for dyslexia are abnormal already at birth, and associations from infant speech perception to preschool cognitive skills and reading in early school years have been documented, but there are no studies showing predicting power until adolescence. Here we show that in at-risk infants, brain activation to pseudowords at left hemisphere predicts 44% of reading speed at 14 years, and even improves the prediction after taking into account neurocognitive preschool measures of letter naming, phonology, and verbal short-term memory. The association between infant brain responses and reading speed is mediated by preschool rapid automatized naming ability. Therefore, we suggest that rapid naming and reading speed could share a similar cognitive process of automatized access to lexicon via phonological representations, and brain activation to speech sounds in infancy probably acts as an index of deficient development of the same process. ...
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Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children Hämäläinen, Jarmo; Landi, Nicole; Loberg, Otto; Lohvansuu, Kaisa; Pugh, Kenneth; Leppänen, Paavo H.T. (Sage Publications Ltd., 2018)Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading ...
Brain responses to speech sounds in infants and children with and without familial risk for dyslexia Lohvansuu, Kaisa (University of Jyväskylä, 2015)Dyslexia, a specific reading disability, runs in families. Therefore, the risk for a child to become dyslexic increases multifold if reading difficulties occur in the family. One risk factor for dyslexia is a deficit in ...
Fixation-related potentials in naming speed : A combined EEG and eye-tracking study on children with dyslexia Christoforou, Christoforos; Fella, Argyro; Leppänen, Paavo H.T.; Georgiou, George K.; Papadopoulos, Timothy C. (Elsevier, 2021)Objective We combined electroencephalography (EEG) and eye-tracking recordings to examine the underlying factors elicited during the serial Rapid-Automatized Naming (RAN) task that may differentiate between children with ...
Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia Lohvansuu, Kaisa; Torppa, Minna; Ahonen, Timo; Eklund, Kenneth; Hämäläinen, Jarmo A.; Leppänen, Paavo H. T.; Lyytinen, Heikki (MDPI AG, 2021)This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to ...
Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction Hämäläinen, Jarmo; Lohvansuu, Kaisa; Ervast, Leena; Leppänen, Paavo H.T. (Elsevier BV; International Organization of Psychophysiology, 2015)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, also auditory discrimination problems have ...