Auditory Event-Related Potentials Measured in Kindergarten Predict Later Reading Problems at School Age

Abstract

Identifying children at risk for reading problems or dyslexia at kindergarten age could improve support for beginning readers. Brain event-related potentials (ERPs) were measured for temporally complex pseudowords and corresponding non-speech stimuli from 6.5-year-old children who participated in behavioral literacy tests again at 9 years in the second grade. Children who had reading problems at school age had larger N250 responses to speech and non-speech stimuli particularly at the left hemisphere. The brain responses also correlated with reading skills. The results suggest that atypical auditory and speech processing are a neural-level risk factor for future reading problems.

[Supplementary material is available for this article. Go to the publisher's online edition of Developmental Neuropsychology for the following free supplemental resources: Sound files used in the experiments. Three speech sounds and corresponding non-speech sounds with short, intermediate, and long gaps]

Notes

¹ These seven children who fell below the dyslexia criteria were from the whole JLD control group of 89 children. The total number of control children below the criteria was 9, which was expected based on the 10th percentile cutoff (see, e.g., Pennala et al., 2010).