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.

中文翻译：

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挣扎读者的词汇、语音和记忆处理中的非耦合大脑和行为变化

摘要 成对的行为和 ERP 测量被用于跟踪 17 名三年级和四年级挣扎读者随时间的变化。标准化测试中的单词和非单词阅读有所改善，但通过 N170 和 N400 幅度测量的单词和字符串的区分没有显着变化。声音意识得分有所提高，但 ERP 押韵效果没有显着变化。P300 古怪效应的数字跨度分数和延迟都降低了。表面上匹配的行为和电生理变化测量之间的相关性并不显着，表明使用 ERP 和行为测量可以提供对阅读发展过程中变化的非重叠洞察。