Research › Learning & Development
The psychophysiology of reading
STS Instructor Authored by Giuseppe A. Chiarenza
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Study at a glance
- Area
- Learning & Development
- Study type
- Review & meta-analysis
- Authors
- Chiarenza GA, Di Pietro SF, Casarotto S
- Journal
- International Journal of Psychophysiology
- Year
- 2014
- Population
- Children
- Protocol
- review of movement- and reading-related potentials, sLORETA and fMRI
Key findings
- Dyslexic children show weaker movement planning and error evaluation in movement-related potentials
- Reading aloud and passive letter viewing produce distinct brain activation patterns
- EEG and fMRI agree most closely in the middle-superior temporal lobe during reading aloud
- Independent component analysis of EEG supports clinical subtypes of dyslexia
A review of brain-potential research on reading and dyslexia, motivated by the value of identifying dyslexia early. It draws together work on movement-related potentials, which show that dyslexic children plan movements poorly and are weaker at judging and correcting their errors, and on reading-related potentials recorded while children read letters aloud or simply look at them. Source imaging and fMRI comparisons, and EEG-based support for clinical dyslexia subtypes, are also covered, leading to a view of dyslexia as a problem of planning, fast sensory integration and error checking at several levels of the nervous system.