ABSTRACT

Paired behavioral and ERP measures were used to track change over time in 17 third- and fourth-grade struggling readers. Word and nonword reading on standardized tests improved, but differentiation of words and letter strings, measured by N170 and N400 amplitude, did not significantly change. Sound awareness scores improved, but the ERP rhyming effect did not significantly change. Both digit span scores and latency of the P300 oddball effect decreased. Correlations between the ostensibly matched behavioral and electrophysiological measures of change were not significant, indicating that use of ERP and behavioral measures can provide nonoverlapping insight into change during reading development.

摘要

行为和ERP的配对测量被用来追踪17位三年级和四年级苦苦挣扎的读者的时间变化。标准化测试中的单词和非单词阅读功能得到了改善，但通过N170和N400幅度测量的单词和字母字符串的区分没有明显变化。声音意识得分有所提高，但ERP押韵效果没有明显变化。P300奇球效应的数字跨度得分和潜伏期均下降。表面上匹配的行为和电生理变化量之间的相关性不显着，表明使用ERP和行为量度可以在阅读发展过程中提供对变化的非重叠洞察力。