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https://www.readbyqxmd.com/read/28747870/neural-entrainment-and-sensorimotor-synchronization-to-the-beat-in-children-with-developmental-dyslexia-an-eeg-study
#1
Lincoln J Colling, Hannah L Noble, Usha Goswami
Tapping in time to a metronome beat (hereafter beat synchronization) shows considerable variability in child populations, and individual differences in beat synchronization are reliably related to reading development. Children with developmental dyslexia show impairments in beat synchronization. These impairments may reflect deficiencies in auditory perception of the beat which in turn affect auditory-motor mapping, or may reflect an independent motor deficit. Here, we used a new methodology in EEG based on measuring beat-related steady-state evoked potentials (SS-EPs, Nozaradan et al...
2017: Frontiers in Neuroscience
https://www.readbyqxmd.com/read/28725022/action-video-games-improve-reading-abilities-and-visual-to-auditory-attentional-shifting-in-english-speaking-children-with-dyslexia
#2
Sandro Franceschini, Piergiorgio Trevisan, Luca Ronconi, Sara Bertoni, Susan Colmar, Kit Double, Andrea Facoetti, Simone Gori
Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality...
July 19, 2017: Scientific Reports
https://www.readbyqxmd.com/read/28723907/auditory-and-visual-distractors-disrupt-multisensory-temporal-acuity-in-the-crossmodal-temporal-order-judgment-task
#3
Cassandra L Dean, Brady A Eggleston, Kyla David Gibney, Enimielen Aligbe, Marissa Blackwell, Leslie Dowell Kwakye
The ability to synthesize information across multiple senses is known as multisensory integration and is essential to our understanding of the world around us. Sensory stimuli that occur close in time are likely to be integrated, and the accuracy of this integration is dependent on our ability to precisely discriminate the relative timing of unisensory stimuli (crossmodal temporal acuity). Previous research has shown that multisensory integration is modulated by both bottom-up stimulus features, such as the temporal structure of unisensory stimuli, and top-down processes such as attention...
2017: PloS One
https://www.readbyqxmd.com/read/28712970/cortical-responses-to-tone-and-phoneme-mismatch-as-a-predictor-of-dyslexia-a-systematic-review
#4
Susanne Volkmer, Gerd Schulte-Körne
Evidence from event-related-potential (ERP) studies has repeatedly shown differences in the perception and processing of auditory stimuli in children with dyslexia compared to control children. The mismatch negativity (MMN) - an ERP component reflecting passive auditory change detection ability - has been found to be reduced, not only in children with a diagnosis of dyslexia, but also in infants and preschool children at risk of developing dyslexia. However, the results are controversial due to the different methods, age of the children and stimuli used...
July 13, 2017: Schizophrenia Research
https://www.readbyqxmd.com/read/28688740/reading-deficits-in-schizophrenia-and-their-relationship-to-developmental-dyslexia-a-review
#5
REVIEW
Veronica Whitford, Gillian A O'Driscoll, Debra Titone
Although schizophrenia and developmental dyslexia are considered distinct disorders in terms of clinical presentation and functional outcome, they both involve disruption in the processes that support skilled reading, including language, auditory perception, visual perception, oculomotor control, and executive function. Further, recent work has proposed a common neurodevelopmental basis for the two disorders, as suggested by genetic and pathophysiological overlap. Thus, these lines of research suggest that reading may be similarly impacted in schizophrenia and dyslexia...
July 5, 2017: Schizophrenia Research
https://www.readbyqxmd.com/read/28686908/a-longitudinal-study-investigating-neural-processing-of-speech-envelope-modulation-rates-in-children-with-a-family-risk-for-dyslexia
#6
Astrid De Vos, Sophie Vanvooren, Jolijn Vanderauwera, Pol Ghesquière, Jan Wouters
Recent evidence suggests that a fundamental deficit in the synchronization of neural oscillations to temporal information in speech may underlie phonological processing problems in dyslexia. Since previous studies were performed cross-sectionally in school-aged children or adults, developmental aspects of neural auditory processing in relation to reading acquisition and dyslexia remain to be investigated. The present longitudinal study followed 68 children during development from pre-reader (5 years old) to beginning reader (7 years old) and more advanced reader (9 years old)...
August 2017: Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
https://www.readbyqxmd.com/read/28608732/beyond-auditory-sensory-processing-deficits-lexical-tone-perception-deficits-in-chinese-children-with-developmental-dyslexia
#7
Xiuhong Tong, Xiuli Tong, Fung King Yiu
Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of speech rhythm, such as rise time and intensity. This study set out to investigate to what extent suprasegmental phonological processing (i.e., Cantonese lexical tone perception) and rise time sensitivity could distinguish Chinese children with dyslexia from typically developing children...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28577444/auditory-processing-deficits-are-sometimes-necessary-and-sometimes-sufficient-for-language-difficulties-in-children-evidence-from-mild-to-moderate-sensorineural-hearing-loss
#8
Lorna F Halliday, Outi Tuomainen, Stuart Rosen
There is a general consensus that many children and adults with dyslexia and/or specific language impairment display deficits in auditory processing. However, how these deficits are related to developmental disorders of language is uncertain, and at least four categories of model have been proposed: single distal cause models, risk factor models, association models, and consequence models. This study used children with mild to moderate sensorineural hearing loss (MMHL) to investigate the link between auditory processing deficits and language disorders...
September 2017: Cognition
https://www.readbyqxmd.com/read/28527953/audiovisual-speech-integration-in-the-superior-temporal-region-is-dysfunctional-in-dyslexia
#9
REVIEW
Zheng Ye, Jascha Rüsseler, Ivonne Gerth, Thomas F Münte
Dyslexia is an impairment of reading and spelling that affects both children and adults even after many years of schooling. Dyslexic readers have deficits in the integration of auditory and visual inputs but the neural mechanisms of the deficits are still unclear. This fMRI study examined the neural processing of auditorily presented German numbers 0-9 and videos of lip movements of a German native speaker voicing numbers 0-9 in unimodal (auditory or visual) and bimodal (always congruent) conditions in dyslexic readers and their matched fluent readers...
May 18, 2017: Neuroscience
https://www.readbyqxmd.com/read/28442358/an-oscillopathic-approach-to-developmental-dyslexia-from-genes-to-speech-processing
#10
REVIEW
Miguel Jiménez-Bravo, Victoria Marrero, Antonio Benítez-Burraco
Developmental dyslexia is a heterogeneous condition entailing problems with reading and spelling. Several genes have been linked or associated to the disease, many of which contribute to the development and function of brain areas important for auditory and phonological processing. Nonetheless, a clear link between genes, the brain, and the symptoms of dyslexia is still pending. The goal of this paper is contributing to bridge this gap. With this aim, we have focused on how the dyslexic brain fails to process speech sounds and reading cues...
June 30, 2017: Behavioural Brain Research
https://www.readbyqxmd.com/read/28436889/design-and-implementation-of-a-tactile-stimulation-device-to-increase-auditory-discrimination
#11
Shahrzad Abbasi Baharanchi, Majid MohammadBeigi, Fatemeh Abnavi, Samira Tavakol
Reading is a complex process that requires various simultaneous brain processes. One of the most common types of reading disorders is developmental dyslexia, and one of the objectives of speech therapy sessions for children with developmental dyslexia is to increase their auditory discrimination. One of the most commonly used Auditory Discrimination Tests (ADTs) is Wepman's Auditory Discrimination Test (WADT). It includes minimal pair words categorized by characteristics of vowels and consonants. The goal of this research is to design and implement a tactile stimulation device based on Wepman's test to increase auditory discrimination in children with developmental dyslexia in therapy sessions, so that while playing each word for the children, vibrational cues are presented to their left palm and fingers...
April 24, 2017: IEEE Transactions on Haptics
https://www.readbyqxmd.com/read/28383990/revisiting-the-enigma-of-musicians-with-dyslexia-auditory-sequencing-and-speech-abilities
#12
Jennifer Zuk, Paula Bishop-Liebler, Ola Ozernov-Palchik, Emma Moore, Katie Overy, Graham Welch, Nadine Gaab
Previous research has suggested a link between musical training and auditory processing skills. Musicians have shown enhanced perception of auditory features critical to both music and speech, suggesting that this link extends beyond basic auditory processing. It remains unclear to what extent musicians who also have dyslexia show these specialized abilities, considering often-observed persistent deficits that coincide with reading impairments. The present study evaluated auditory sequencing and speech discrimination in 52 adults comprised of musicians with dyslexia, nonmusicians with dyslexia, and typical musicians...
April 2017: Journal of Experimental Psychology. General
https://www.readbyqxmd.com/read/28337135/deficits-in-letter-speech-sound-associations-but-intact-visual-conflict-processing-in-dyslexia-results-from-a-novel-erp-paradigm
#13
Sarolta Bakos, Karin Landerl, Jürgen Bartling, Gerd Schulte-Körne, Kristina Moll
The reading and spelling deficits characteristic of developmental dyslexia (dyslexia) have been related to problems in phonological processing and in learning associations between letters and speech-sounds. Even when children with dyslexia have learned the letters and their corresponding speech sounds, letter-speech sound associations might still be less automatized compared to children with age-adequate literacy skills. In order to examine automaticity in letter-speech sound associations and to overcome some of the disadvantages associated with the frequently used visual-auditory oddball paradigm, we developed a novel electrophysiological letter-speech sound interference paradigm...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28306348/differences-in-dyslexic-students-before-and-after-a-remediation-program-a-clinical-neuropsychological-and-event-related-potential-study
#14
Nikolaos C Zygouris, Elias Avramidis, Argyris V Karapetsas, George I Stamoulis
Developmental dyslexia is defined as an unexpected specific and persistent failure to acquire efficient reading skills despite conventional instruction, adequate intelligence and sociocultural opportunity. This article reports the outcomes of a study that evaluated the implementation of a 4-month intervention program. The intervention consisted of structured activities aiming at improving (a) the children's phonological awareness, (b) their visual and auditory memory, (c) their visual discrimination ability, and (d) their text comprehension...
March 17, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/28290075/audio-visual-speech-perception-in-adult-readers-with-dyslexia-an-fmri-study
#15
Jascha Rüsseler, Zheng Ye, Ivonne Gerth, Gregor R Szycik, Thomas F Münte
Developmental dyslexia is a specific deficit in reading and spelling that often persists into adulthood. In the present study, we used slow event-related fMRI and independent component analysis to identify brain networks involved in perception of audio-visual speech in a group of adult readers with dyslexia (RD) and a group of fluent readers (FR). Participants saw a video of a female speaker saying a disyllabic word. In the congruent condition, audio and video input were identical whereas in the incongruent condition, the two inputs differed...
March 13, 2017: Brain Imaging and Behavior
https://www.readbyqxmd.com/read/28289697/brain-mri-data-in-chinese-dyslexic-children-performing-an-auditory-rhyming-judgment-task
#16
Fan Cao
This article includes the description of data information from an auditory rhyming judgment task in Chinese children with developmental dyslexia, age-matched control children and reading-matched control children. You will find fMRI data information including experimental design, MRI protocol, and brain activation results from each of the three groups of subjects. Other results from the same study were published in Neuroimage (Cao, in press [1]).
April 2017: Data in Brief
https://www.readbyqxmd.com/read/28257585/increased-response-to-altered-auditory-feedback-in-dyslexia-a-weaker-sensorimotor-magnet-implied-in-the-phonological-deficit
#17
Mark R van den Bunt, Margriet A Groen, Takayuki Ito, Ana A Francisco, Vincent L Gracco, Ken R Pugh, Ludo Verhoeven
Purpose: The purpose of this study was to examine whether developmental dyslexia (DD) is characterized by deficiencies in speech sensory and motor feedforward and feedback mechanisms, which are involved in the modulation of phonological representations. Method: A total of 42 adult native speakers of Dutch (22 adults with DD; 20 participants who were typically reading controls) were asked to produce /bep/ while the first formant (F1) of the /e/ was not altered (baseline), increased (ramp), held at maximal perturbation (hold), and not altered again (after-effect)...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28256107/peripheral-and-central-contribution-to-the-difficulty-of-speech-in-noise-perception-in-dyslexic-children
#18
Axelle Calcus, Paul Deltenre, Cécile Colin, Régine Kolinsky
Noise typically induces both peripheral and central masking of an auditory target. Whereas the idea that a deficit of speech in noise perception is inherent to dyslexia is still debated, most studies have actually focused on the peripheral contribution to the dyslexics' difficulties of perceiving speech in noise. Here, we investigated the respective contribution of both peripheral and central noise in three groups of children: dyslexic, chronological age matched controls (CA), and reading-level matched controls (RL)...
March 2, 2017: Developmental Science
https://www.readbyqxmd.com/read/28255950/the-impact-of-multisensory-instruction-on-learning-letter-names-and-sounds-word-reading-and-spelling
#19
Nora W Schlesinger, Shelley Gray
The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children's lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions...
March 2, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/28239921/it-s-about-time-revisiting-temporal-processing-deficits-in-dyslexia
#20
Laurence Casini, Catherine Pech-Georgel, Johannes C Ziegler
Temporal processing in French children with dyslexia was evaluated in three tasks: a word identification task requiring implicit temporal processing, and two explicit temporal bisection tasks, one in the auditory and one in the visual modality. Normally developing children matched on chronological age and reading level served as a control group. Children with dyslexia exhibited robust deficits in temporal tasks whether they were explicit or implicit and whether they involved the auditory or the visual modality...
February 27, 2017: Developmental Science
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