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Uncoupled Brain and Behavior Changes in Lexical, Phonological, and Memory Processing in Struggling Readers.
1Department of Education, Dartmouth College , Hanover, NH, USA.
Developmental Neuropsychology
|January 11, 2021
Summary
Reading interventions improved word reading and sound awareness in struggling readers, but did not alter electrophysiological measures (ERPs) of word differentiation or rhyming. Behavioral and ERP changes were uncorrelated, suggesting distinct insights into reading development.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Reading development in struggling readers is complex.
- Understanding the interplay between behavioral changes and neural processing is crucial.
- Existing research often examines behavioral or electrophysiological measures separately.
Purpose of the Study:
- To track changes in behavioral and electrophysiological measures of reading development over time in struggling readers.
- To investigate whether improvements in behavioral reading skills correlate with changes in event-related potentials (ERPs).
- To determine if behavioral and ERP measures offer overlapping or nonoverlapping insights into reading development.
Main Methods:
- Paired behavioral and electrophysiological (ERP) measures were collected from 17 third- and fourth-grade struggling readers.
- Standardized tests assessed word and nonword reading, and sound awareness.
- ERP components (N170, N400, P300) and effects (rhyming) were analyzed.
- Digit span tasks were also administered.
Main Results:
- Behavioral measures of word/nonword reading and sound awareness significantly improved.
- ERP measures of word/nonword differentiation (N170, N400) and rhyming did not significantly change.
- Digit span scores improved, and P300 latency decreased.
- Correlations between matched behavioral and ERP measures of change were not significant.
Conclusions:
- Reading interventions can improve behavioral reading skills and some cognitive functions (digit span) in struggling readers.
- Electrophysiological measures of reading processes (e.g., N170, N400) may be less sensitive to short-term changes or require different intervention targets.
- Behavioral and ERP measures provide complementary, non-overlapping information regarding reading development and intervention effects.
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