reading acquisition; developmental dyslexia; letter-speech sound training; functional magnetic resonance imaging (fMRI); event-related potential (ERP); neuroimaging; children
Pleisch Georgette, Karipidis Iliana I., Brauchli Christian, Röthlisberger Martina, Hofstetter Christoph, Stämpfli Philipp, Walitza Susanne, Brem Silvia (2019), Emerging neural specialization of the ventral occipitotemporal cortex to characters through phonological association learning in preschool children, in NeuroImage
Karipidis Iliana I., Pleisch Georgette, Brandeis Daniel, Roth Alexander, Röthlisberger Martina, Schneebeli Maya, Walitza Susanne, Brem Silvia (2018), Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter–speech sound learning in prereaders, in Scientific Reports
, 8(1), 7121-7121.
I. Karipidis Iliana, Pleisch Georgette, Röthlisberger Martina, Hofstetter Christoph, Dornbierer Dario, Stämpfli Philipp, Brem Silvia (2017), Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexiaAudiovisual Integration in Prereaders, in Human Brain Mapping
, 38(2), 1038-1055.
Marino Marco, Quanyiung Li, Brem Silvia, Wenderoth Nicole, Mantini Dante (2016), Automated detection and labelling of high-density EEG electrodes from structural MR images, in Journal of Neural Engineering
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Background: Poor reading skills are responsible for many troublesome school careers and considerable social costs. It has long been known that developmental dyslexia, a specific reading disorder, runs in families and occurs in 30-65% of the children in affected families. Predicting at preschool age whether a given child will struggle with reading is important because these children could be supported with targeted trainings to alleviate and/or prevent reading problems and emerging frustration. Current approaches to predict poor reading outcome with purely behavioural measures have only limited success. New approaches combining behavioural and neuroimaging measures to improve prediction, are imperative. Specific Aims and working hypotheses: The major aim of this project is to examine whether behavioural and neural markers of letter-speech sound mapping in familial “high-risk” (HR) children may advance prediction of reading outcome. Furthermore we aim to determine differences in the development of reading networks of HR children with normal and poor reading outcome and examine whether improvements in reading and normalization of brain activation of poor readers can be achieved with a supportive letter-speech sound correspondence training during the first school year.Experimental Design and Methods: In a longitudinal study, we will follow a group kindergarteners (5-7yrs) at risk for developmental dyslexia with behavioural measures and combined electroencephalography (EEG)-functional magnetic resonance imaging ((f)MRI) until second grade. Behavioural data and neural correlates of letter-speech sound correspondence learning in kindergarten will be used to predict their reading outcome at school. Children exhibiting deficits in reading in first grade are supported by a novel computerized intervention game and their reading development is compared to peers without supportive training.Expected value: This project is expected to critically advance prediction of developmental dyslexia in HR children before school enrolment through the combination of behavioural and neuroimaging measures. The identification of children at high risk for developing reading problems in kindergarten is a prerequisite to provide early and adequate support. Finally, our computerized reading training is intended to be used with high risk children to help them with reading acquisition.