Development of audiovisual integration of print and speech in normal and poor readers: An ERP and fMRI study
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1
University of Jyväskylä, Agora Center, Finland
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2
University of Zurich, Department of Child and Adolescent Psychiatry, Switzerland
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3
University Childrens Hospital Zurich, MR-Center, Switzerland
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4
University of Zurich, Center for Integrative Human Physiology, Switzerland
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5
Central Institute of Mental Health, Department of Child and Adolescent Psychiatry, Germany
The integration of multisensory information from speech and print is highly automatized in good readers but remains deficient in poor readers (Blau et al. 2009). Recent studies consistently point to the crucial involvement of the superior temporal sulcus (STS) in integration (van Atteveldt et al. 2004) and conceptual matching (Hocking and Price 2008) of incoming audiovisual information starting around 380ms (Raij et al. 2000) after presentation. In this study we aimed to track emergence and development of audiovisual integration from kindergarten to adulthood in normal and poor readers with functional magnetic resonance imaging (fMRI) and event-related potentials (ERPs).
Non-reading kindergartners (n=14, 5.7-7.1y), normal (n=31, 7.8-9.2y) and poor reading (n=15, 7.8-8.9y) 2nd graders as well as normal reading adults (n=15, 21.9-34.5y) were examined with fMRI and ERPs. Conceptual matching effects determined by the statistical difference between incongruous and congruous audiovisual conditions are reported for each age group and for the differences between groups.
While kindergarten children did not show conceptual matching effects, normal reading 2nd graders and adults activated inferior frontal and superior temporal brain regions more to incongruous than congruous items. The inferior frontal activation of the 2nd graders was furthermore correlated with reading performance. ERPs pointed to a mismatch effect in the form of a pronounced centro-parietal negativity starting at around 380ms in adults, which was delayed in normal reading 2nd graders. In contrast to adults, 2nd graders showed an additional earlier condition difference around 140-220ms. In summary our results show that incongruous presentation of speech and print evokes a conceptual mismatch effect in fMRI and ERPs as soon as children’s basic reading skills allow matching written to spoken information. The modulation of the matching effect by children’s reading skills points to deficient integration of audiovisual information in poor readers.
Conference:
EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010.
Presentation Type:
Poster Presentation
Topic:
Language and reading
Citation:
Brem
S,
Richardson
U,
Bach
S,
Hofstetter
C,
Martin
E and
Brandeis
D
(2010). Development of audiovisual integration of print and speech in normal and poor readers: An ERP and fMRI study.
Front. Neurosci.
Conference Abstract:
EARLI SIG22 - Neuroscience and Education.
doi: 10.3389/conf.fnins.2010.11.00010
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Received:
28 May 2010;
Published Online:
28 May 2010.
*
Correspondence:
Silvia Brem, University of Jyväskylä, Agora Center, Jyväskylä, Finland, sbrem@kjpd.uzh.ch