Impact of teaching methods for reading on neural tuning to words in young poor readers

Lochy, Aliette; van de Walle de Ghelcke, Alice; Schiltz, Christine

Reference : Impact of teaching methods for reading on neural tuning to words in young poor readers


	Document type :	Scientific congresses, symposiums and conference proceedings : Poster
	Discipline(s) :	Social & behavioral sciences, psychology : Neurosciences & behavior
	To cite this reference:	http://hdl.handle.net/10993/41652

Title :	Impact of teaching methods for reading on neural tuning to words in young poor readers
Language :	English
Author, co-author :	Lochy, Aliette [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	van de Walle de Ghelcke, Alice [Université Catholique de Louvain - UCL > Psychological sciences research institute]
	Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	Sep-2019
Peer reviewed :	Yes
Event name :	Annual conference of the European Society for Cognitive Psychology
Event date :	25-09-2019 to 28-09-2019
Event organizer :	european society for Cognitive Psychology
Event place (city) :	tenerife
Event country :	spain
Keywords :	[en] poor readers ; teaching ; reading ; FPVS-EEG
Abstract :	[en] The impact of teaching methods on the left hemispheric (LH) specialization for reading in children remains unknown. We tested 42 first graders (mean age: 6.08 years) from schools using both a phonic and a global method in parallel, behaviorally and with Fast Periodic Visual Stimulation using electroencephalography. 40-sec strings of pseudofonts were displayed at 6Hz, in which were periodically displayed (1.2Hz) either words taught at school with whole-word form rote-learning (global method) or control pseudowords eliciting grapheme-phoneme mappings (phonic method). Control pseudowords elicited LH responses whatever the reading ability. For global words, a difference emerged as a function of group: in good and average readers, responses were stronger in the LH, while in poor readers, global words elicited an atypical bilateral neural pattern due to reduced response amplitude in the LH. These results suggest that difficulties in automatizing GP mappings induce reliance on an alternative visual strategy when available.
Permalink :	http://hdl.handle.net/10993/41652

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