Rhythm perception and production predict reading abilities in developmental dyslexia

Sleep Spindle Activity Is Correlated With Reading Abilities in Developmental Dyslexia

SLEEP ◽

10.1093/sleep/32.10.1333 ◽

2009 ◽

Vol 32 (10) ◽

pp. 1333-1340 ◽

Cited By ~ 30

Author(s):

Oliviero Bruni ◽

Raffaele Ferri ◽

Luana Novelli ◽

Monica Terribili ◽

Miriam Troianiello ◽

...

Keyword(s):

Developmental Dyslexia ◽

Sleep Spindle ◽

Spindle Activity ◽

Reading Abilities

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Is my Arm moving? Proprioceptive impairment in Developmental Dyslexia

10.1101/2020.07.30.20163923 ◽

2020 ◽

Author(s):

Julie Laprevotte ◽

Charalambos Papaxanthis ◽

Sophie Saltarelli ◽

Patrick Quercia ◽

Jeremie Gaveau

Keyword(s):

Developmental Dyslexia ◽

Sensory System ◽

Cognitive Disorder ◽

Learning Disorder ◽

Reading Practice ◽

Reading Deficits ◽

Specific Learning Disorder ◽

Reading Abilities ◽

Sensory Impairments ◽

Speed Perception

Developmental Dyslexia is a specific learning disorder causing reading deficits. Although it has long been considered a purely cognitive disorder, mounting evidence revealed that Developmental Dyslexia is associated with sensory impairments. Because these impairments are restrained to vision and hearing, both senses being heavily involved in reading, a large controversy exists regarding their role in the pathophysiology of Developmental Dyslexia. Cognitive theories argue that sensory impairments are caused by the lack of reading practice, and mainly represent an aggravating factor. Sensory theories argue that damaged neural mechanisms cause sensory impairments that, themselves, cause reading disabilities. An important prediction from sensory theories is that sensory troubles should encompass the whole sensory system. Here, we directly tested proprioceptive acuity in dyslexic children and age-matched controls. We used a well-known speed perception task where a robotic manipulandum passively rotates a child s elbow and the child presses a trigger as soon as he felts the motion. Although dyslexics and controls equally well detected salient stimuli, dyslexics were strongly impaired at detecting weaker stimuli. Furthermore, we found that proprioceptive acuity positively correlated with reading abilities. These results cannot be explained by a lack of reading practice and thus strongly support sensory theories of Developmental Dyslexia.

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Aberrant Prestimulus Oscillations in Developmental Dyslexia Support an Underlying Attention Shifting Deficit

Cerebral Cortex Communications ◽

10.1093/texcom/tgaa006 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Lars Meyer ◽

Gesa Schaadt

Keyword(s):

Academic Success ◽

Developmental Dyslexia ◽

Adult Life ◽

Oddball Paradigm ◽

Alpha Band ◽

Attention Shifting ◽

Attention Switching ◽

Good Readers ◽

Phonological Deficits ◽

Reading Abilities

Abstract Developmental dyslexia (DD) impairs reading and writing acquisition in 5–10% of children, compromising schooling, academic success, and everyday adult life. DD associates with reduced phonological skills, evident from a reduced auditory mismatch negativity (MMN) in the electroencephalogram (EEG). It was argued that such phonological deficits are secondary to an underlying deficit in the shifting of attention to upcoming speech sounds. Here, we tested whether the aberrant MMN in individuals with DD is a function of EEG correlates of prestimulus attention shifting; based on prior findings, we focused prestimulus analyses on alpha-band oscillations. We administered an audio–visual oddball paradigm to school children with and without DD. Children with DD showed EEG markers of deficient attention switching (i.e., increased prestimulus alpha-band intertrial phase coherence [ITPC]) to precede and predict their reduced MMN—aberrantly increased ITPC predicted an aberrantly reduced MMN. In interaction, ITPC and MMN predicted reading abilities, such that poor readers showed both high ITPC and a reduced MMN, the reverse being true in good readers. Prestimulus ITPC may be an overlooked biomarker of deficient attention shifting in DD. The findings support the proposal that an attention shifting deficit underlies phonological deficits in DD, entailing new opportunities for targeted intervention.

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Processing of Rhythm in Speech and Music in Adult Dyslexia

Brain Sciences ◽

10.3390/brainsci10050261 ◽

2020 ◽

Vol 10 (5) ◽

pp. 261

Author(s):

Natalie Boll-Avetisyan ◽

Anjali Bhatara ◽

Barbara Höhle

Keyword(s):

Developmental Dyslexia ◽

Reading Ability ◽

Individual Variability ◽

Rhythm Perception ◽

Causal Account ◽

Speech Rhythm ◽

Musical Rhythm ◽

Reading Deficits ◽

Adult Dyslexia ◽

Rhythm Pattern

Recent studies have suggested that musical rhythm perception ability can affect the phonological system. The most prevalent causal account for developmental dyslexia is the phonological deficit hypothesis. As rhythm is a subpart of phonology, we hypothesized that reading deficits in dyslexia are associated with rhythm processing in speech and in music. In a rhythmic grouping task, adults with diagnosed dyslexia and age-matched controls listened to speech streams with syllables alternating in intensity, duration, or neither, and indicated whether they perceived a strong-weak or weak-strong rhythm pattern. Additionally, their reading and musical rhythm abilities were measured. Results showed that adults with dyslexia had lower musical rhythm abilities than adults without dyslexia. Moreover, lower musical rhythm ability was associated with lower reading ability in dyslexia. However, speech grouping by adults with dyslexia was not impaired when musical rhythm perception ability was controlled: like adults without dyslexia, they showed consistent preferences. However, rhythmic grouping was predicted by musical rhythm perception ability, irrespective of dyslexia. The results suggest associations among musical rhythm perception ability, speech rhythm perception, and reading ability. This highlights the importance of considering individual variability to better understand dyslexia and raises the possibility that musical rhythm perception ability is a key to phonological and reading acquisition.

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Central Auditory Processes Predict Reading Abilities of Children with Developmental Dyslexia

Journal of Hearing Science ◽

10.17430/889538 ◽

2013 ◽

Vol 3 (2) ◽

pp. 30-40

Keyword(s):

Developmental Dyslexia ◽

Reading Abilities ◽

Auditory Processes

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Does Viotin Activate Violin More Than Viocin?

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000223 ◽

2014 ◽

Vol 61 (1) ◽

pp. 23-29 ◽

Cited By ~ 15

Author(s):

Manuel Perea ◽

Victoria Panadero

Keyword(s):

Word Recognition ◽

Visual Word Recognition ◽

Developmental Dyslexia ◽

Computational Models ◽

Error Rates ◽

Visual Word ◽

Base Word ◽

Similar Response ◽

Skilled Readers ◽

Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

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