Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children
Hämäläinen, J., Landi, N., Loberg, O., Lohvansuu, K., Pugh, K., & Leppänen, P. H. (2018). Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children. International Journal of Behavioral Development, 42(3), 357-372. https://doi.org/10.1177/0165025417728582
Published inInternational Journal of Behavioral Development
DisciplinePsykologiaMonitieteinen aivotutkimuskeskusHyvinvoinnin tutkimuksen yhteisöPsychologyCentre for Interdisciplinary Brain ResearchSchool of Wellbeing
© The Author(s) 2017. This is a final draft version of an article whose final and definitive form has been published by SAGE. Published in this repository with the kind permission of the publisher.
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 development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the speech processing mechanisms for common and uncommon sound contrasts (/ba/-/da/-/ga/ and /ata/-/at: a/) with respect to the native language of school-age children in Finland and the US. In addition, a comprehensive behavioral test battery of reading and phonological processing was administered. ERPs revealed that the children could discriminate between the speech sound contrasts (place of articulation and phoneme length) regardless of their native language. No differences emerged between the Finnish and US children in their change detection responses. The brain responses to the phoneme length contrast, however, correlated robustly with reading scores in the US children, with larger responses being linked to poorer reading skills. Finnish children also showed correlations between the reading and phonological measures and ERP responses, but the pattern of results was not as clear as for the US children. The results indicate that speech perception is linked to reading skills and this link is more robust for uncommon speech sound contrasts. ...
PublisherSage Publications Ltd.
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Related funder(s)European Commission; Research Council of Finland
Funding program(s)Research profiles, AoF
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the Academy of Finland (profiling action “Multilete” #292 466), European Union H2020 MSCA-ITN-2014-ETN Programme, “Advancing brain research in children’s developmental neurocognitive disorders”-project (ChildBrain, #641652), NIH grants: P01 HD HD001994 “Nature and acquisition of the speech code and reading”, PI: C. Fowler; R01 HD 48830 Neurobiological Foundations of Reading (Dis)ability, PI: K. Pugh R03 HD053409 & R03 HD053409 “Neurocognitive development in RD children with/without general cognitive deficits”, PI: N. Landi. ...
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