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 mailto [Université Catholique de Louvain - UCL > IPSY]
Rossion, Bruno mailto [Centre National de la Recherche Scientifique - CNRS > CRAN, Université de Lorraine > CHRU-Nancy]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Lochy, Aliette mailto [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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