READING DISABILITIES

Reading Disabilities

Article no1:

Auditory processing disorder in children with reading disabilities: effect of audiovisual training by

Evelyne Veuillet1,Annie Magnan,Jean Ecalle2,Hung Thai-Van1

Lionel Collet

Summary

Learning disabilities field is constantly changing. With the advent of techniques that allow scientists to study the brain in action, we can understand not only the normal process of reading, but what happens when the system is not working.

Reading disability is associated with phonological problems which might arise in auditory processing disorders. First, the perceptual skills of average reading children and children with dyslexia are compared in a categorical perception task assessing processing of phonemic contrast based on voice start time (BOT). Medial olivocochlear (MOC) system, the stopping distance of functioning under central control, are also studied(Veuillet Evelyne et.al2010). Secondly, whether audiovisual training focusing on expressing the contrast could change VOT sensitivity and, in parallel, induce MOC system plasticity. The results showed altered sensitivity is expressed in some children with dyslexia, and, most seriously impaired children presented the most serious difficulties reading. These shortcomings in the perception of VOT is sometimes accompanied by MOC function disorders, in particular, the reduction or even absence of asymmetry in favor of the right ear found in average reading children. Audiovisual training significantly improved reading and shifted the categorical perception curve of certain children with dyslexia to the template, the average child reader to express sensitivity. In addition, some children MOC functioning showed increased asymmetry in favor of the right ear following audiovisual training. Training-related improvements in reading score were greatest among children presenting the greatest changes in MOC lateralization. Taken together, these results support the notion that some auditory processing mechanisms of disorders in children with dyslexia and audiovisual training can diminish these deficits.

It is proved that the neural signatures of auditory word recognition and word repetition in young people with SLI, dyslexia, and normal development of language using magnetoencephalography. Incentives letter saying real words and pseudo-words(Veuillet Evelyne et.al2010). They called the transition peak at 100 ms (N100m), and then a stronger activation of the peak around 400 ms (N400m) in the left and right superior temporal cortex. Both word repetition (first vs. immediately after the second presentation) and lexicality (words vs. pseudowords) modulated response N400m. Effect of lexicality was found about 400 ms, the activation was completed as for words, but continued to pseudo-words. This effect was more pronounced in the left hemisphere than the right of the control group. The left hemisphere lexicality effect is also present in dyslexic adults, but it is not significant in the subjects with SLI, possibly reflecting their limited vocabulary. N400m activation between 200 and 700 ms attenuated immediate repetition of words and pseudo words in both hemispheres. In adults, SLI repetition effect is estimated at 200-400 ms abnormally weak(Veuillet Evelyne et.al2010). These data indicate that impaired short-term maintenance of linguistic activation, which underlies word recognition

Article no.2:

Verbal and Visual Problems in Reading Disability

byGuinevere F. EdenJohn F. Stein et.al

Summary

Most people are interested in reading disability favor the view that disordered language processing is a major ...