Sammanfattning

Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9-11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills.

Originalspråkengelska
TidskriftNeuropsychologia
Volym122
Sidor (från-till)105-115
Antal sidor11
ISSN0028-3932
DOI
StatusPublicerad - jan 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 3112 Neurovetenskaper
  • 3124 Neurologi och psykiatri
  • 6162 Kognitionsvetenskap

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title = "Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia",
abstract = "Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9-11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills.",
keywords = "3112 Neurosciences, 3124 Neurology and psychiatry, 6162 Cognitive science, Dyslexia, Reading skills, Speech, Language learning, Second language, Mismatch negativity, MISMATCH NEGATIVITY MMN, SHORT-TERM-MEMORY, DEVELOPMENTAL DYSLEXIA, WHITE-MATTER, SPEECH, REPRESENTATIONS, IMPAIRMENT, ORDER, IDENTIFICATION, ORGANIZATION",
author = "Sari Ylinen and Katja Junttila and Marja Laasonen and Paul Iverson and Lauri Ahonen and Teija Kujala",
year = "2019",
month = "1",
doi = "10.1016/j.neuropsychologia.2018.11.005",
language = "English",
volume = "122",
pages = "105--115",
journal = "Neuropsychologia",
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Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia. / Ylinen, Sari; Junttila, Katja; Laasonen, Marja; Iverson, Paul; Ahonen, Lauri; Kujala, Teija.

I: Neuropsychologia, Vol. 122, 01.2019, s. 105-115.

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

TY - JOUR

T1 - Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia

AU - Ylinen, Sari

AU - Junttila, Katja

AU - Laasonen, Marja

AU - Iverson, Paul

AU - Ahonen, Lauri

AU - Kujala, Teija

PY - 2019/1

Y1 - 2019/1

N2 - Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9-11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills.

AB - Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9-11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills.

KW - 3112 Neurosciences

KW - 3124 Neurology and psychiatry

KW - 6162 Cognitive science

KW - Dyslexia

KW - Reading skills

KW - Speech

KW - Language learning

KW - Second language

KW - Mismatch negativity

KW - MISMATCH NEGATIVITY MMN

KW - SHORT-TERM-MEMORY

KW - DEVELOPMENTAL DYSLEXIA

KW - WHITE-MATTER

KW - SPEECH

KW - REPRESENTATIONS

KW - IMPAIRMENT

KW - ORDER

KW - IDENTIFICATION

KW - ORGANIZATION

U2 - 10.1016/j.neuropsychologia.2018.11.005

DO - 10.1016/j.neuropsychologia.2018.11.005

M3 - Article

VL - 122

SP - 105

EP - 115

JO - Neuropsychologia

JF - Neuropsychologia

SN - 0028-3932

ER -