Neurophysiological Correlates of Reading Difficulties in Elementary School Children

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

Research output: Contribution to journalArticlepeer-review


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 languageEnglish (US)
Pages (from-to)259-279
Number of pages21
JournalDevelopmental Neuropsychology
Issue number6
StatePublished - 2023

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology


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