Reading skill and neural processing accuracy improvement after a 3-hour intervention in preschoolers with difficulties in reading-related skills

• Published in: Brain research 2012-04, Vol.1448 (Apr 11), p.42-55
• Main Authors: Lovio, Riikka, Halttunen, Anu, Lyytinen, Heikki, Näätänen, Risto, Kujala, Teija
• Format: Article
• Language: English
• Subjects: Auditory Cortex - physiology; Auditory Perception - physiology; Biological and medical sciences; brain; Child; Data Interpretation, Statistical; Discrimination (Psychology) - physiology; Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes; Dyslexia; Dyslexia - psychology; Dyslexia - therapy; Early Intervention (Education); Electroencephalography; Event-related-potential (ERP); Evoked Potentials - physiology; Female; Games, Experimental; Humans; Intervention; Male; Medical sciences; Mismatch negativity (MMN); Nervous system (semeiology, syndromes); Neurology; Phonetics; preschool children; Psychomotor Performance - physiology; Reading; Recognition (Psychology) - physiology; Remedial Teaching
• ISSN: 0006-8993; 1872-6240
• DOI: 10.1016/j.brainres.2012.01.071

Abstract This study aimed at determining whether an intervention game developed for strengthening phonological awareness has a remediating effect on reading skills and central auditory processing in 6-year-old preschool children with difficulties in reading-related skills. After a 3-hour training only, these children made a greater progress in reading-related skills than did their matched controls who did mathematical exercises following comparable training format. Furthermore, the results suggest that this brief intervention might be beneficial in modulating the neural basis of phonetic discrimination as an enhanced speech-elicited mismatch negativity (MMN) was seen in the intervention group, indicating improved cortical discrimination accuracy. Moreover, the amplitude increase of the vowel-elicited MMN significantly correlated with the improvement in some of the reading-skill related test scores. The results, albeit obtained with a relatively small sample, are encouraging, suggesting that reading-related skills can be improved even by a very short intervention and that the training effects are reflected in brain activity. However, studies with larger samples and different subgroups of children are needed to confirm the present results and to determine how children with different dyslexia subtypes benefit from the intervention.