Cortical responses to letters and ambiguous speech vary with reading skills in dyslexic and typically reading children

[en] One of the proposed issues underlying reading difficulties in dyslexia is insufficiently automatized letter-speech sound associations. In the current fMRI experiment, we employ text-based recalibration to investigate letter- speech sound mappings in 8–10 year-old children with and without dyslexia. Here an ambiguous speech sound /a?a/ midway between /aba/ and /ada/ is combined with disambiguating “aba” or “ada” text causing a perceptual shift of the ambiguous /a?a/ sound towards the text (recalibration). This perceptual shift has been found to be reduced in adults but not in children with dyslexia compared to typical readers. Our fMRI results show significantly reduced activation in the left fusiform in dyslexic compared to typical readers, despite comparable behavioural performance. Furthermore, enhanced audio-visual activation within this region was linked to better reading and phonological skills. In contrast, higher activation in bilateral superior temporal cortex was associated with lower letter-speech sound identification fluency. These findings reflect individual differences during the early stages of reading development with reduced recruitment of the left fusiform in dyslexic readers together with an increased involvement of the superior temporal cortex in children with less automatized letter-speech sound associations.

Research center :

Maastricht Brain Imaging Centre

Disciplines :

Human health sciences: Multidisciplinary, general & others

Author, co-author :

Romanovska, Linda ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET

Janssen, Roef; Maastricht University > Cognitive Neuroscience

Bonte, Milene; Maastricht University > Cognitive Neuroscience

External co-authors :

yes

Language :

English

Title :

Cortical responses to letters and ambiguous speech vary with reading skills in dyslexic and typically reading children

Publication date :

February 2021

Journal title :

NeuroImage: Clinical

ISSN :

2213-1582

Publisher :

Elsevier, Netherlands

Volume :

Peer reviewed :

Peer Reviewed verified by ORBi

Name of the research project :

Leeswinst

Funders :

NWO - Nederlandse Organisatie voor Wetenschappelijk Onderzoek [NL]

Available on ORBilu :

since 09 November 2022

Statistics

Number of views

43 (1 by Unilu)

Number of downloads

18 (0 by Unilu)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

OpenCitations

WoS citations^™

Bibliography

Amso, D., Scerif, G., The attentive brain: Insights from developmental cognitive neuroscience. Nat. Rev. Neurosci. 16:10 (2015), 606–619, 10.1038/nrn4025.
Aravena, S., Letter-Speech Sound Learning in Children with Dyslexia From Behavioral Research to Clinical Practice. Ph.D. thesis, 2017, Psychology Research Institute, Amsterdam.
Astrom, R.L., Wadsworth, S.J., DeFries, J.C., Etiology of the stability of reading difficulties: the longitudinal twin study of reading disabilities. Twin Res. Human Genetics 10:3 (2007), 434–439, 10.1375/twin.10.3.434.
Ben-Shachar, M., Dougherty, R.F., Deutsch, G.K., Wandell, B.A., The development of cortical sensitivity to visual word forms. J. Cognit. Neurosci. 23:9 (2011), 2387–2399, 10.1162/jocn.2011.21615.
Bertelson, P., Vroomen, J., De Gelder, B., Visual recalibration of auditory speech identification: a McGurk aftereffect. Psychol. Sci. 14:6 (2003), 592–597, 10.1046/j.0956-7976.2003.psci_1470.x.
Betts, J., Mckay, J., Maruff, P., Anderson, V., The development of sustained attention in children: the effect of age and task load. Child Neuropsychol. 12:3 (2006), 205–221, 10.1080/09297040500488522.
Blau, V., Reithler, J., Van Atteveldt, N., Seitz, J., Gerretsen, P., Goebel, R., Blomert, L., Deviant processing of letters and speech sounds as proximate cause of reading failure: a functional magnetic resonance imaging study of dyslexic children. Brain 133:3 (2010), 868–879, 10.1093/brain/awp308.
Blau, V., van Atteveldt, N., Ekkebus, M., Goebel, R., Blomert, L., Reduced neural integration of letters and speech sounds links phonological and reading deficits in adult dyslexia. Curr. Biol. 19:6 (2009), 503–508, 10.1016/j.cub.2009.01.065.
Blomert, L., The neural signature of orthographic-phonological binding in successful and failing reading development. NeuroImage 57:3 (2011), 695–703, 10.1016/j.neuroimage.2010.11.003.
Blomert, L., Vaessen, A., 3DM Differential Diagnostics for Dyslexia: Cognitive Analysis of Reading and Spelling. 2009, Boom Test Publishers, Amsterdam.
Blomert, L., Willems, G., Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia?. Dyslexia 16 (2010), 300–317, 10.1002/dys.
Boersma, P., Weenink, D.J.M., PRAAT: doing phonetics by computer. Glot Int. 5 (2001), 341–347.
Bonte, M., Correia, J., Keetels, M., Vroomen, J., Formisano, E., Reading-induced shifts of perceptual speech representations in auditory cortex. Sci. Rep., 7, 2017, 5143, 10.1038/s41598-017-05356-3.
Bonte, M.L., Poelmans, H., Blomert, L., Deviant neurophysiological responses to phonological regularities in speech in dyslexic children. Neuropsychologia 45:7 (2007), 1427–1437, 10.1016/j.neuropsychologia.2006.11.009.
Bonte, M., Hausfeld, L., Scharke, W., Valente, G., Formisano, E., Task-dependent decoding of speaker and vowel identity from auditory cortical response patterns. J. Neurosci. 34:13 (2014), 4548–4557, 10.1523/JNEUROSCI.4339-13.2014.
Bonte, M., Ley, A., Scharke, W., Formisano, E., Developmental refinement of cortical systems for speech and voice processing. NeuroImage 128 (2016), 373–384, 10.1016/j.neuroimage.2016.01.015.
Booth, J.R., Burman, D.D., Van Santen, F.W., Harasaki, Y., Gitelman, D.R., Parrish, T.B., Mesulam, M.M., The development of specialized brain systems in reading and oral-language. Child Neuropsychol. 7:3 (2001), 119–141, 10.1076/chin.7.3.119.8740.
Brem, S., Halder, P., Bucher, K., Summers, P., Martin, E., Brandeis, D., Tuning of the visual word processing system: distinct developmental ERP and fMRI effects. Hum. Brain Mapp. 30:6 (2009), 1833–1844, 10.1002/hbm.20751.
Brennan, C., Cao, F., Pedroarena-Leal, N., McNorgan, C., Booth, J.R., Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems. Hum. Brain Mapp. 34:12 (2013), 3354–3368, 10.1002/hbm.22147.
Centanni, T.M., Norton, E.S., Ozernov-Palchik, O., Park, A., Beach, S.D., Halverson, K., Gabrieli, J.D.E., Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent reading. NeuroImage: Clinical, 22(February), 2019, 101715, 10.1016/j.nicl.2019.101715.
Church, J.A., Coalson, R.S., Lugar, H.M., Petersen, S.E., Schlaggar, B.L., A developmental fMRI study of reading and repetition reveals changes in phonological and visual mechanisms over age. Cereb. Cortex 18:9 (2008), 2054–2065, 10.1093/cercor/bhm228.
Chyl, K., Kossowski, B., Dębska, A., Łuniewska, M., Banaszkiewicz, A., Żelechowska, A., Jednoróg, K., Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks. J. Child Psychol. Psychiatry, 2017, 10.1111/jcpp.12774.
Clayton, F.J., Hulme, C., Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia. Sci. Stud. Read. 22:2 (2017), 137–151, 10.1080/10888438.2017.1390754.
Conant, L.L., Liebenthal, E., Desai, A., Binder, J.R., FMRI of phonemic perception and its relationship to reading development in elementary- to middle-school-age children. NeuroImage 89 (2014), 192–202, 10.1016/j.neuroimage.2013.11.055.
Correia, J.M., Jansma, B.M.B., Bonte, M., Decoding articulatory features from fMRI responses in dorsal speech regions. J. Neurosci. 35:45 (2015), 15015–15025, 10.1523/JNEUROSCI.0977-15.2015.
Dehaene-Lambertz, G., Monzalvo, K., Dehaene, S., The emergence of the visual word form: longitudinal evolution of category-specific ventral visual areas during reading acquisition. PLoS Biol., 16, 2018, 10.1371/journal.pbio.2004103.
Dehaene, S., Cohen, L., The unique role of the visual word form area in reading. Trends Cognitive Sci. 15:6 (2011), 254–262, 10.1016/j.tics.2011.04.003.
Dehaene, S., Cohen, L., Morais, J., Kolinsky, R., Illiterate to literate: behavioural and cerebral changes induced by reading acquisition. Nat. Rev. Neurosci. 16:4 (2015), 234–244, 10.1038/nrn3924.
Dehaene, S., Dehaene-Lambertz, G., Is the brain prewired for letters?. Nat. Neurosci., 19(9), 2016, 1192, 10.1038/nn.4369.
Dehaene, S., Pegado, F., Braga, L.W., Ventura, P., Nunes Filho, G., Jobert, A., Cohen, L., How learning to read changes the cortical networks for vision and language. Science 330:6009 (2010), 1359–1364, 10.1126/science.1194140.
Ehri, L.C., Development of sight word reading: phases and findings. Snowling, M.J., Hulme, C., (eds.) The Science of Reading: A Handbook, 2005, Blackwell Publishing Ltd., 135–154, 10.1002/9780470757642.
Finn, E.S., Shen, X., Holahan, J.M., Scheinost, D., Lacadie, C., Papademetris, X., Constable, R.T., Disruption of functional networks in dyslexia: a whole-brain, data-driven analysis of connectivity. Biol. Psychiatry 76:5 (2014), 397–404, 10.1016/j.biopsych.2013.08.031.
Fraga González, G., 2015. Fixing fluency: Neurocognitive assessment of a dysfluent reading intervention. Ph.D. thesis, Psychology Research Institute, Amsterdam. https://doi.org/10.1177/1745691612459060.
Frost, M.A., Goebel, R., Measuring structural-functional correspondence: Spatial variability of specialised brain regions after macro-anatomical alignment. NeuroImage 59:2 (2012), 1369–1381, 10.1016/j.neuroimage.2011.08.035.
Froyen, D., Van Atteveldt, N., Bonte, M., Blomert, L., Cross-modal enhancement of the MMN to speech-sounds indicates early and automatic integration of letters and speech-sounds. Neurosci. Lett. 430:1 (2008), 23–28, 10.1016/j.neulet.2007.10.014.
Goswami, U., Why theories about developmental dyslexia require developmental designs. Trends Cognitive Sci. 7:12 (2003), 534–540, 10.1016/j.tics.2003.10.003.
Graves, W.W., Desai, R., Humphries, C., Seidenberg, M.S., Binder, J.R., Neural systems for reading aloud: a multiparametric approach. Cereb. Cortex 20:8 (2010), 1799–1815, 10.1093/cercor/bhp245.
Hakvoort, B., van der Leij, A., Maurits, N., Maassen, B., van Zuijen, T.L., Basic auditory processing is related to familial risk, not to reading fluency: An ERP study. Cortex 63 (2014), 90–103, 10.1016/j.cortex.2014.08.013.
Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J.L., Gabrieli, J.D.E., Functional and morphometric brain dissociation between dyslexia and reading ability. PNAS 104:10 (2007), 4234–4239, 10.1055/s-0033-1348243.
Karipidis, I., Pleisch, G., Röthlisberger, M., Hofstetter, C., Dornbierer, D., Stämpfli, P., Brem, S., Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia. Hum. Brain Mapp. 38:2 (2017), 1038–1055, 10.1002/hbm.23437.
Keetels, M., Bonte, M., Vroomen, J., A selective deficit in phonetic recalibration by text in developmental dyslexia. Front. Psychol. 9:710 (2018), 1–11, 10.3389/FPSYG.2018.00710.
Keetels, M., Schakel, L., Bonte, M., Vroomen, J., Phonetic recalibration of speech by text. Attention, Percept. Psychophys. 78:3 (2016), 938–945, 10.3758/s13414-015-1034-y.
Kilian-Hütten, N., Valente, G., Vroomen, J., Formisano, E., Auditory cortex encodes the perceptual interpretation of ambiguous sound. J. Neurosci. 31:5 (2011), 1715–1720, 10.1523/JNEUROSCI.4572-10.2011.
Kilian-Hütten, N., Vroomen, J., Formisano, E., Brain activation during audiovisual exposure anticipates future perception of ambiguous speech. NeuroImage 57:4 (2011), 1601–1607, 10.1016/j.neuroimage.2011.05.043.
Klenberg, L., Korkman, M., Lahti-Nuuttila, P., Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developm. Neuropsychol. 20:1 (2001), 407–428, 10.1207/S15326942DN2001_6.
Klimkeit, E.I., Mattingley, J.B., Sheppard, D.M., Farrow, M., Bradshaw, J.L., Examining the development of attention and executive functions in children with a novel paradigm. Child Neuropsychol. 10:3 (2004), 201–211, 10.1080/09297040409609811.
Kort, W., Schittekatte, M., Bosmans, M., Compaan, E. L., Dekker, P. H., Vermeir, G., & Verhaeghe, P. (2005). WISC-III-NL. (W. Kort, M. Schittekatte, M. Bosmans, E. L. Compaan, P. H. Dekker, G. Vermeir, & P. Verhaeghe, Eds.) (Trans.). Harcourt Test Publishers, London.
Kronschnabel, J., Brem, S., Maurer, U., Brandeis, D., The level of audiovisual print-speech integration deficits in dyslexia. Neuropsychologia 62 (2014), 245–261, 10.1016/j.neuropsychologia.2014.07.024.
Lin, C.C.H., Hsiao, C.K., Development of sustained attention assessed using the continuous performance test among children 6–15 years of age. J. Abnorm. Child Psychol. 27:5 (1999), 403–412.
Lyon, G.R., Shaywitz, S.E., Shaywitz, B.A., A definition of dyslexia. Ann. Dyslexia 53:1 (2003), 1–14, 10.1007/s11881-003-0001-9.
Maurer, U., Brem, S., Kranz, F., Bucher, K., Benz, R., Halder, P., Brandeis, D., Coarse neural tuning for print peaks when children learn to read. NeuroImage 33:2 (2006), 749–758, 10.1016/j.neuroimage.2006.06.025.
Maurer, U., Zevin, J.D., McCandliss, B.D., Left-lateralized N170 effects of visual expertise in reading: evidence from japanese syllabic and logographic scripts. J. Cognit. Neurosci. 20:10 (2008), 1878–1891, 10.1162/jocn.2008.20125.
McNorgan, C., Awati, N., Desroches, A.S., Booth, J.R., Multimodal lexical processing in auditory cortex is literacy skill dependent. Cereb. Cortex 24:9 (2014), 2464–2475, 10.1093/cercor/bht100.
McNorgan, C., Booth, J.R., Skill dependent audiovisual integration in the fusiform induces repetition suppression. Brain Lang. 141 (2015), 110–123, 10.1016/j.bandl.2014.12.002.
Monzalvo, K., Dehaene-Lambertz, G., How reading acquisition changes children's spoken language network. Brain Lang., 2013, 10.1016/j.bandl.2013.10.009.
Monzalvo, K., Fluss, J., Billard, C., Dehaene, S., Dehaene-Lambertz, G., Cortical networks for vision and language in dyslexic and normal children of variable socio-economic status. NeuroImage 61:1 (2012), 258–274, 10.1016/j.neuroimage.2012.02.035.
Morken, F., Helland, T., Hugdahl, K., Specht, K., 2017. Reading in dyslexia across literacy development: A longitudinal study of effective connectivity. NeuroImage, 144(September 2016), 92–100. https://doi.org/10.1016/j.neuroimage.2016.09.060.
Nash, H.M., Gooch, D., Hulme, C., Mahajan, Y., Mcarthur, G., Steinmetzger, K., Snowling, M.J., Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?. Develop. Sci., 1–16, 2016, 10.1111/desc.12423.
Noordenbos, M.W., Serniclaes, W., The categorical perception deficit in dyslexia: a meta-analysis. Sci. Stud. Read. 19:5 (2015), 340–359, 10.1080/10888438.2015.1052455.
Norris, D., McQueen, J.M., Cutler, A., Perceptual learning in speech. Cogn. Psychol. 47:2 (2003), 204–238, 10.1016/S0010-0285(03)00006-9.
Ozernov-Palchik, O., Gaab, N., Tackling the “dyslexia paradox”: Reading brain and behavior for early markers of developmental dyslexia. Wiley Interdiscip. Rev. Cognit. Sci. 7:2 (2016), 156–176, 10.1002/wcs.1383.
Paulesu, E., Dyslexia: cultural diversity and biological unity. Science 291:5511 (2001), 2165–2167, 10.1126/science.1057179.
Pennington, B.F., From single to multiple deficit models of developmental disorders. Cognition 101:2 (2006), 385–413, 10.1016/j.cognition.2006.04.008.
Perry, C., Zorzi, M., Ziegler, J.C., Understanding dyslexia through personalized large-scale computational models. Psychol. Sci. 30:3 (2019), 386–395, 10.1177/0956797618823540.
Peterson, R.L., Pennington, B.F., Seminar: developmental dyslexia. Lancet 379 (2012), 1997–2007, 10.1016/S0140-6736(12)60198-6.Seminar.
Plewko, J., Chyl, K., Bola, Ł., Łuniewska, M., Dębska, A., Banaszkiewicz, A., Jednoróg, K., Letter and speech sound association in emerging readers with familial risk of dyslexia. Front. Hum. Neurosci., 12(October), 2018, 393, 10.3389/FNHUM.2018.00393.
Price, C.J., Devlin, J.T., The interactive account of ventral occipitotemporal contributions to reading. Trends Cognitive Sci. 15:6 (2011), 246–253, 10.1016/j.tics.2011.04.001.
Pugh, K.R., Mencl, W.E., Jenner, A.R., Katz, L., Frost, S.J., Lee, J.R., Shaywitz, B.A., Neurobiological studies of reading and reading disability. J. Commun. Disord. 34:6 (2001), 479–492, 10.1016/S0021-9924(01)00060-0.
Ramus, F., Szenkovits, G., What phonological deficit?. Q. J. Exp. Psychol. 61:1 (2008), 129–141, 10.1080/17470210701508822.
Richlan, F., Kronbichler, M., Wimmer, H., Functional abnormalities in the dyslexic brain: a quantitative meta-analysis of neuroimaging studies. Hum. Brain Mapp. 30:10 (2009), 3299–3308, 10.1002/hbm.20752.
Romanovska, L., Janssen, R., Bonte, M., Reading-induced shifts in speech perception in dyslexic and typically reading children. Front. Psychol. 10:FEB (2019), 1–13, 10.3389/fpsyg.2019.00221.
Samuel, A.G., Kraljic, T., Perceptual learning for speech. Attention, Percept. Psychophys. 71:6 (2009), 1207–1218, 10.3758/APP.
Sandak, R., Mencl, E.E., Frost, S.J., Pugh, K.R., The neurobiological basis of skilled and impaired reading: recent findings and new directions. Sci. Stud. Read. 8:3 (2004), 279–292, 10.1207/s1532799xssr0803.
Schlaggar, B.L., McCandliss, B.D., Development of neural systems for reading. Annu. Rev. Neurosci. 30 (2007), 475–503, 10.1146/annurev.neuro.28.061604.135645.
Schumacher, J., Hoffmann, P., Schmäl, C., Schulte-Körne, G., Nöthen, M.M., Genetics of dyslexia: the evolving landscape. J. Med. Genet. 44:5 (2007), 289–297, 10.1136/jmg.2006.046516.
Schurz, M., Wimmer, H., Richlan, F., Ludersdorfer, P., Klackl, J., Kronbichler, M., Resting-state and task-based functional brain connectivity in developmental dyslexia. Cereb. Cortex 25 (2015), 3502–3514, 10.1093/cercor/bhu184.
Scott, M., Speech imagery recalibrates speech-perception boundaries. Attention, Percept. Psychophys. 78:5 (2016), 1496–1511, 10.3758/s13414-016-1087-6.
Shaywitz, S.E., Shaywitz, B.A., Paying attention to reading: the neurobiology of reading and dyslexia. Dev. Psychopathol. 20:4 (2008), 1329–1349, 10.1017/S0954579408000631.
Shaywitz, S.E., Shaywitz, B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., Gore, J.C., Functional disruption in the organization of the brain for reading in dyslexia. PNAS 95:5 (1998), 2636–2641, 10.1073/pnas.95.5.2636.
Snowling, M.J., The development of grapheme-phoneme correspondence in normal and dyslexic readers. J. Exp. Child Psychol. 29:2 (1980), 294–305, 10.1016/0022-0965(80)90021-1.
Snowling, M.J., Early identification and interventions for dyslexia: a contemporary view. J. Res. Special Educ. Needs 13:1 (2013), 7–14, 10.1111/j.1471-3802.2012.01262.x.
Snowling, M.J., Melby-Lervåg, M., Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol. Bull. 142:5 (2016), 498–545, 10.1037/bul0000037.
Stevenson, R.A., James, T.W., Audiovisual integration in human superior temporal sulcus: inverse effectiveness and the neural processing of speech and object recognition. NeuroImage 44:3 (2009), 1210–1223, 10.1016/j.neuroimage.2008.09.034.
Talairach, & Tournoux., Co-Planar Stereotaxic Atlas of the Human Brain. 1988, Thieme, Stuttgart.
Ullas, S., Formisano, E., Eisner, F., Cutler, A., Interleaved lexical and audiovisual information can retune phoneme boundaries. Attention, Percept. Psychophys. 82:4 (2020), 2018–2026, 10.3758/s13414-019-01961-8.
Ullas, S., Hausfeld, L., Cutler, A., Eisner, F., Formisano, E., Neural correlates of phonetic adaptation as induced by lexical and audiovisual context. J. Cognit. Neurosci., 1–14, 2020, 10.1162/jocn_a_01608.
Van Atteveldt, N., Ansari, D., How symbols transform brain function: a review in memory of Leo Blomert. Trends Neurosci. Educ. 3:2 (2014), 44–49, 10.1016/j.tine.2014.04.001.
Van Atteveldt, N., Formisano, E., Goebel, R., Blomert, L., Integration of letters and speech sounds in the human brain. Neuron 43:2 (2004), 271–282, 10.1016/j.neuron.2004.06.025.
Van Atteveldt, N., Murray, M.M., Thut, G., Schroeder, C.E., Multisensory integration: Flexible use of general operations. Neuron 81:6 (2014), 1240–1253, 10.1016/j.neuron.2014.02.044.
Van Bergen, E., De Jong, P.F., Plakas, A., Maassen, B., Van Der Leij, A., Child and parental literacy levels within families with a history of dyslexia. J. Child Psychol. Psychiatry 53:1 (2012), 28–36, 10.1111/j.1469-7610.2011.02418.x.
van Bergen, E., van der Leij, A., de Jong, P.F., The intergenerational multiple deficit model and the case of dyslexia. Front. Hum. Neurosci. 8:June (2014), 1–13, 10.3389/fnhum.2014.00346.
van de Rijt, L.P.H., Roye, A., Mylanus, E.A.M., van Opstal, A.J., van Wanrooij, M.M., The principle of inverse effectiveness in audiovisual speech perception. Front. Hum. Neurosci. 13:September (2019), 1–15, 10.3389/fnhum.2019.00335.
van der Mark, S., Klaver, P., Bucher, K., Maurer, U., Schulz, E., Brem, S., Brandeis, D., The left occipitotemporal system in reading: disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia. NeuroImage 54:3 (2011), 2426–2436, 10.1016/j.neuroimage.2010.10.002.
van Linden, S., Vroomen, J., Audiovisual speech recalibration in children. J. Child Language 35:4 (2008), 809–822, 10.1017/S0305000908008817.
van Maanen, L., Forstmann, B.U., Keuken, M.C., Wagenmakers, E.J., Heathcote, A., The impact of MRI scanner environment on perceptual decision-making. Behavior Res. Methods 48:1 (2016), 184–200, 10.3758/s13428-015-0563-6.
Vandermosten, M., Correia, J., Vanderauwera, J., Wouters, J., Ghesquière, P., Bonte, M., Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia. Develop. Sci. 23:1 (2020), 1–15, 10.1111/desc.12857.
Vroomen, J., Baart, Phonetic recalibration in audiovisual speech. Micah, M.T.W., Murray, M., (eds.) The Neural Bases of Multisensory Processes, 2012, CRC Press, 363–380, 10.1201/9781439812174-24.
Vroomen, J., Van Linden, S., Keetels, M., De Gelder, B., Bertelson, P., Selective adaptation and recalibration of auditory speech by lipread information: Dissipation. Speech Commun. 44:1–4 SPEC. ISS. (2004), 55–61, 10.1016/j.specom.2004.03.009.
Wallace, M.T., Wilkinson, L.K., Stein, B.E., Representation and integration of multiple sensory inputs in primate superior colliculus. J. Neurophysiol. 76:2 (1996), 1246–1266.
Wimmer, H., Schurz, M., Sturm, D., Richlan, F., Klackl, J., Kronbichler, M., Ladurner, G., A dual-route perspective on poor reading in a regular orthography: an fMRI study. Cortex 46:10 (2010), 1284–1298, 10.1016/j.cortex.2010.06.004.
Ye, Z., Rüsseler, J., Gerth, I., Münte, T.F., Audiovisual speech integration in the superior temporal region is dysfunctional in dyslexia. Neuroscience 356 (2017), 1–10, 10.1016/j.neuroscience.2017.05.017.
Žarić, G., González, G.F., Tijms, J., Van Der Molen, M.W., Blomert, L., Bonte, M., Reduced neural integration of letters and speech sounds in dyslexic children scales with individual differences in reading fluency. PLoS ONE, 9(10), 2014, 10.1371/journal.pone.0110337.
Zuk, J., Dunstan, J., Norton, E., Yu, X., Ozernov-Palchik, O., Wang, Y., Gaab, N., 2020. Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study. Developmental Science, (April 2019), 1–18. https://doi.org/10.1111/desc.12983.