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Evidence for learning related changes after grapheme-phoneme training in preschool children| old_uid | 2040 |
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| title | Evidence for learning related changes after grapheme-phoneme training in preschool children |
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| start_date | 2007/01/12 |
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| schedule | 11h-12h |
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| online | no |
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| summary | Development of the reading network was examined in the same preschool children (6.5y), before and after training with a computerized grapheme-phoneme association and non-linguistic control game respectively, using event-related potentials (ERP, n=18) and functional magnetic resonance imaging (fMRI, n=10). Both fMRI and ERP results revealed rapid specialisation for implicit word processing while training grapheme-phoneme associations with "Graphogame". The first indicator for beginning specialisation was identified as a more pronounced activation to words than to falsefont strings after training with Graphogame in occipito-temporal areas. In line with the fMRI results, the occipito-temporal N1, known as the first visual microstate distinguishing between words and falsefonts in literate children and adults, showed similar specialisation. The N1 amplitude showed significant word specific increases along with changes in topography during Graphogame training in contrast to non-linguistic training. In accordance with the ERP and fMRI results, children's letter knowledge increased as expected more rapidly during grapheme-phoneme than during the non-linguistic training. This combined ERP and fMRI approach for the first time shows how the reading network starts to establish when learning letter-sound associations as a base for reading. This work is supported by the European Commission's FP6, Marie Curie Excellence Grants (MCEXT-CE-2004-014203), the Agora Center, University of Jyväskylä, Finland and the Department of Child and Adolescent Psychiatry, University of Zürich, Switzerland. s.brem@kjpd.unizh.ch |
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| responsibles | Pélissier, Grainger |
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