EEG Power Spectra of Adolescent Poor Readers-Reference-Cited by-同舟云学术

EEG Power Spectra of Adolescent Poor Readers

Published:1998-01 Issue:1 Volume:31 Page:83-90
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Ackerman Peggy T.¹,McPherson W. Brian²,Oglesby D. Michael³,Dykman Roscoe A.⁴

Affiliation:

1. Peggy T. Ackerman, MA, is a research associate in the Department of Pediatrics, University of Arkansas for Medical Science (UAMS). Address: Peggy T. Ackerman, Department of Pediatrics, C.A.R.E., Arkansas Children's Hospital, 800 Marshall St., Little Rock, AR 72202.

2. W. Brian McPherson, is research associates in the Psychophysiology Laboratory.

3. D. Michael Oglesby, is research associates in the Psychophysiology Laboratory.

4. Roscoe A. Dykman, PhD, is emeritus professor of psychiatry, UAMS, and director of the Psychophysiology Laboratory, Center for Applied Research and Evaluation, Arkansas Children's Hospital.

Abstract

EEG power spectra were studied in two poor-reading adolescent groups (dysphonetic and phonetic) as the students viewed strings of letters and easy words (seven categories). The students ranged in age from 12 to 16 years; 29 were male, 9 were female. Bilateral results are reported from frontal, parietal, and occipital regions. Significant Group × Hemisphere effects were found in the alpha and beta bands, with the phonetic group showing right greater than left asymmetry. This finding was interpreted to reflect more circumscribed and mature processing in the phonetically abler poor readers, given that normally reading adults typically show right greater than left asymmetry in word tasks. Overall, the dysphonetic group had higher beta power than the phonetic group, which may reflect greater effort.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221949803100108

Reference36 articles.

1. Phonological Processes, Confrontational Naming, and Immediate Memory in Dyslexia

2. The speed factor and learning disabilities: The toll of slowness in adolescents

3. EEG Power Spectra of Children with Dyslexia, Slow Learners, and Normally Reading Children with ADD During Verbal Processing

4. EEG Power Spectra of Dysphonetic and Nondysphonetic Poor Readers

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