Journal
JOURNAL OF LEARNING DISABILITIES
Volume 46, Issue 1, Pages 73-86Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0022219411417877
Keywords
literacy; neurobiological; brain imaging
Categories
Funding
- NIDCD NIH HHS [R01 DC000481, R01 DC 000461] Funding Source: Medline
- PHS HHS [R305B070018] Funding Source: Medline
- NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS [R01DC000481] Funding Source: NIH RePORTER
Ask authors/readers for more resources
Several studies report that adults and adolescents with reading disabilities also experience difficulties with selective attention. In the present study, event-related brain potentials (ERPs) were used to examine the neural mechanisms of selective attention in kindergarten children at risk for reading disabilities (AR group, n = 8) or on track in early literacy skills (OT group, n = 6) across the first semester of kindergarten. The AR group also received supplemental instruction with the Early Reading Intervention (ERI). Following ERI, the AR group demonstrated improved skills on standardized early literacy measures such that there were no significant differences between the AR and OT groups at posttest or winter follow-up. Analysis of the ERP data revealed that at the start of kindergarten, the AR group displayed reduced effects of attention on sensorineural processing compared to the OT group. Following intervention, this difference between groups disappeared, with the AR group only showing improvements in the effect of attention on sensorineural processing. These data indicate that the neural mechanisms of selective attention are atypical in kindergarten children at risk for reading failure but can be improved by effective reading interventions.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available