Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia

NEUROPSYCHOLOGIA

卷:122

Article

Ylinen, Sari^1,8  Junttila, Katja¹  Laasonen, Marja^2,3,4,7  Iverson, Paul⁵  Ahonen, Lauri⁶  Kujala, Teija¹ 

[1] Univ Helsinki, Dept Psychol & Logoped, Cognit Brain Res Unit, Fac Med, Helsinki, Finland

[2] Univ Helsinki, Dept Psychol & Logoped, Helsinki, Finland

[3] Helsinki Univ Hosp, Dept Otorhinolaryngol & Phoniatr, Head & Neck Surg, Helsinki, Finland

[4] Univ Helsinki, Helsinki, Finland

[5] UCL, Div Psychol & Language Sci, Dept Speech Hearing & Phonet Sci, London, England

[6] Finnish Inst Occupat Hlth, Helsinki, Finland

[7] Univ Turku, Dept Psychol & Speech Language Pathol, Turku, Finland

[8] Univ Helsinki, Fac Educ Sci, CICERO Learning, POB 9, FIN-00014 Helsinki, Finland

关键词: Dyslexia;    Reading skills;    Speech;    Language learning;    Second language;    Mismatch negativity;   

DOI  :  10.1016/j.neuropsychologia.2018.11.005

来源: Elsevier

【 摘 要 】

Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9-11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills.

【 授权许可】

Free