Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

Abstract

Three visual event-related potential components to the second of two sequentially presented words that rhymed or not discriminated children who improved (AR) from those who failed following (IR) reading intervention. Right hemisphere P100 amplitudes discriminated Typically Developing (TD) children from AR children but IR from AR children over left hemisphere sites. N200 amplitudes across hemispheres discriminated TD from IR children and AR from IR children. P300 hemisphere differences differentiated TD from AR and IR children. P300 amplitudes discriminated rhyming from non-rhyming words across children. Results extend prior work asserting that normalization and compensatory mechanisms are active during successful interventions.

Acknowledgments

Supported in part by a grant from the Eunice Kennedy Shriver National Institute for Child Health and Human Development, 1 P50 HD052117, Texas Center for Learning Disabilities. The views expressed are not necessarily the views of the NICHD.