Electrophysiological correlates of dyslexic subtypes.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Flynn JM;Flynn JM; Deering W; Goldstein M; Rahbar MH
  • Source:
    Journal of learning disabilities [J Learn Disabil] 1992 Feb; Vol. 25 (2), pp. 133-41.
  • Publication Type:
    Journal Article; Research Support, Non-U.S. Gov't
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Professional Press Country of Publication: United States NLM ID: 0157312 Publication Model: Print Cited Medium: Print ISSN: 0022-2194 (Print) Linking ISSN: 00222194 NLM ISO Abbreviation: J Learn Disabil
    • Publication Information:
      Publication: 2008- : Thousand Oaks, CA : Sage, : Professional Press
      Original Publication: Chicago, Professional Press.
    • Subject Terms:
      Dyslexia/*physiopathology ; Electroencephalography/*classification; Brain Mapping ; Child ; Dominance, Cerebral/physiology ; Dyslexia/classification ; Dyslexia/diagnosis ; Evoked Potentials, Visual/physiology ; Female ; Humans ; Male ; Occipital Lobe/physiopathology ; Parietal Lobe/physiopathology ; Phonetics ; Temporal Lobe/physiopathology
    • Abstract:
      The construct validity of Boder's typology of dyslexia was investigated using quantified EEG. Thirty-nine children, ranging in age from 7-0 to 10-11, were recorded during a contextual reading task and at rest. During reading, children with dyslexia were expected to show increased theta and beta amplitude compared to nondisabled readers. These differences were expected in regions of presumed strength for each subtype as a sign of overengagement in task. Children with phonological deficits (dysphonetic dyslexia) were expected to adopt visuospatial processing strategies (right occipital-parietal activation), those with orthographic deficits (dyseidetic dyslexia) to emphasize phonetic strategies (left temporal-parietal activation). Results supported beta frequency differences in anticipated regions by subtype during the reading task. However, the direction of difference hypothesis was not supported. Decreased amplitudes in both groups with dyslexia compared to normally achieving readers suggest reconceptualization of the theoretical base for the Boder subtyping system.
    • Publication Date:
      Date Created: 19920201 Date Completed: 19920612 Latest Revision: 20170214
    • Publication Date:
      20240829
    • Accession Number:
      10.1177/002221949202500207
    • Accession Number:
      1583419