Visual/Auditory and Orthographic/Phonological Speed of Processing in Colombian Children with Dyslexia and Average Readers: an ERP Study
DOI:
https://doi.org/10.17533/udea.rp.e340888Keywords:
developmental dyslexia, event-related potentials, speed of processing, cognitive processes, lexical decisionAbstract
This study examined the differences in the speed of processing between the visual-auditory and orthographic-phonological modalities, through the analysis of event-related potentials in children with dyslexia compared with a control group, based on the asynchrony hypothesis of dyslexia. Thirty Spanish-speaking children living in Bogotá, Colombia —15 with developmental dyslexia and 15 average readers paired by age, sex, socio-economic status (SES), and grade—participated in the study. Five behavioral tasks with auditory and visual, linguistic, and non-linguistic stimuli with simultaneous electrophysiological recording were applied to participants in Spanish. There was a significant time difference between the processing of linguistic and non-linguistic visual stimuli, the processing of linguistic and non-linguistic visual vs. auditory stimuli, and the processing of words and pseudowords in children with dyslexia compared to average readers. The orthographic and phonological difficulties in dyslexic children are supported by lower P100 amplitudes and deeper N200 deflections to pseudowords, as well as lower P300 amplitudes to both words and pseudowords.
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