| Reference : Impact of learning to read in a mixed approach on neural tuning to words in beginning... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Neurosciences & behavior | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/42518 | |||
| Impact of learning to read in a mixed approach on neural tuning to words in beginning readers | |
| English | |
van de Walle de Ghelcke, Alice  [Université Catholique de Louvain - UCL > IPSY] | |
| Rossion, Bruno [Centre National de la Recherche Scientifique - CNRS > CRAN, Université de Lorraine > CHRU-Nancy] | |
| Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Lochy, Aliette [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Jan-2020 | |
| Frontiers in Psychology | |
| Frontiers Media S.A. | |
| 10 | |
| Yes (verified by ORBilu) | |
| International | |
| 1664-1078 | |
| Pully | |
| Switzerland | |
| [en] development ; teaching methods ; reading ; poor readers ; FPVS-EEG | |
| [en] The impact of learning to read in a mixed approach using both the global and phonics
teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. Taking advantage of a natural school context with such a mixed approach, we tested 42 first graders behaviorally and with Fast Periodic Visual Stimulation using electroencephalographic recordings (FPVS-EEG) to measure selective neural responses to letter strings. Letter strings were inserted periodically (1/5) in pseudofonts in 40 s sequences displayed at 6 Hz and were either words globally taught at school, that could therefore be processed by visual whole-word form recognition (global method), or control words/pseudowords eliciting graphemephoneme (GP) mappings (phonics method). Results show that selective responses (F/5, 1.2 Hz) were left lateralized for control stimuli that triggered GP mappings but bilateral for globally taught words. It implies that neural mechanisms recruited during visual word processing are influenced by the nature of the mapping between written and spoken word forms. GP mappings induce left hemisphere discrimination responses, and visual recognition of whole-word forms induce bilateral responses, probably because the right hemisphere is relatively more involved in holistic visual object recognition. Splitting the group as a function of the mastery of GP mappings into “good” and “poor” readers strongly suggests that good readers actually processed all stimuli (including global words) predominantly with their left hemisphere, while poor readers showed bilateral responses for global words. These results show that in a mixed approach of teaching to read, global method instruction may induce neural processes that differ from those specialized for reading in the left hemisphere. Furthermore, given their difficulties in automatizing GP mappings, poor readers are especially prone to rely on this alternative visual strategy. A preprint of this paper has been released on Biorxiv (van de Walle de Ghelcke et al., 2018). | |
| FNRS, FNR | |
| http://hdl.handle.net/10993/42518 | |
| 10.3389/fpsyg.2019.03043 | |
| FnR ; FNR11015111 > Christine Schiltz > Face perception > Understanding the relationship between electrophysiological indexes of faceperception with fast perodic visual stimulation and explicit behavioralmeasures > 01/10/2016 > 30/09/2020 > 2015 |
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