Brain Source Correlates of Speech Perception and Reading Processes in Children With and Without Reading Difficulties
Azaiez, N., Loberg, O., Hämäläinen, J. A., & Leppänen, P. H. T. (2022). Brain Source Correlates of Speech Perception and Reading Processes in Children With and Without Reading Difficulties. Frontiers in Neuroscience, 16, Article 921977. https://doi.org/10.3389/fnins.2022.921977
Published inFrontiers in Neuroscience
© 2022 Azaiez, Loberg, Hämäläinen and Leppänen.
Neural correlates in reading and speech processing have been addressed extensively in the literature. While reading skills and speech perception have been shown to be associated with each other, their relationship remains debatable. In this study, we investigated reading skills, speech perception, reading, and their correlates with brain source activity in auditory and visual modalities. We used high-density event-related potentials (ERPs), fixation-related potentials (FRPs), and the source reconstruction method. The analysis was conducted on 12–13-year-old schoolchildren who had different reading levels. Brain ERP source indices were computed from frequently repeated Finnish speech stimuli presented in an auditory oddball paradigm. Brain FRP source indices were also computed for words within sentences presented in a reading task. The results showed significant correlations between speech ERP sources and reading scores at the P100 (P1) time range in the left hemisphere and the N250 time range in both hemispheres, and a weaker correlation for visual word processing N170 FRP source(s) in the posterior occipital areas, in the vicinity of the visual word form areas (VWFA). Furthermore, significant brain-to-brain correlations were found between the two modalities, where the speech brain sources of the P1 and N250 responses correlated with the reading N170 response. The results suggest that speech processes are linked to reading fluency and that brain activations to speech are linked to visual brain processes of reading. These results indicate that a relationship between language and reading systems is present even after several years of exposure to print. ...
PublisherFrontiers Research Foundation
ISSN Search the Publication Forum1662-4548
Publication in research information system
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Related funder(s)Academy of Finland; European Commission
Funding program(s)Academy Programme, 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 fundingThis work was supported by the Predictable (Marie Curie Innovative Training Networks, No. 641858), the Academy of Finland TULOS-program project eSeek-Internet and Learning Difficulties: A Multidisciplinary Approach for Understanding Reading in New Media (No. 274022), Niilo Helander foundation and the Department of Psychology at the University of Jyväskylä.
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