Neurophysiological Correlates of Reading Difficulties in Elementary School Children

Huilin Sun; Qinxin Shi; Saeedeh Pazoki; Yajun Jia; Steven Woltering

doi:10.1080/87565641.2023.2225664

Neurophysiological Correlates of Reading Difficulties in Elementary School Children

Huilin Sun, Qinxin Shi, Saeedeh Pazoki, Yajun Jia, Steven Woltering

Department of Psychology

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

The present study examined the event-related potentials (ERPs) and reading-language skills of elementary school children with and without reading difficulties. Typically developing children showed an N400 effect characterized by significantly larger N400 amplitudes elicited by nonwords than real words. Their meaning processing shown by the N400 systematically differed by lexicality. On the other hand, the N400 effect was absent in children with reading difficultiesExploratory analyses were conducted with the N1 and Late Positive Component. Additionally, the relationships between ERPs and reading-language skills were examined; sight word efficiency and phonemic decoding efficiency accounted for significant variance in the N400 effect.

Original language	English (US)
Pages (from-to)	259-279
Number of pages	21
Journal	Developmental Neuropsychology
Volume	48
Issue number	6
DOIs	https://doi.org/10.1080/87565641.2023.2225664
State	Published - 2023

ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Developmental and Educational Psychology

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10.1080/87565641.2023.2225664

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abstract = "The present study examined the event-related potentials (ERPs) and reading-language skills of elementary school children with and without reading difficulties. Typically developing children showed an N400 effect characterized by significantly larger N400 amplitudes elicited by nonwords than real words. Their meaning processing shown by the N400 systematically differed by lexicality. On the other hand, the N400 effect was absent in children with reading difficultiesExploratory analyses were conducted with the N1 and Late Positive Component. Additionally, the relationships between ERPs and reading-language skills were examined; sight word efficiency and phonemic decoding efficiency accounted for significant variance in the N400 effect.",

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Neurophysiological Correlates of Reading Difficulties in Elementary School Children

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