Continuum of impulsiveness caused by auditory masking.

OBJECTIVE: Impulsivity is a hallmark of attention deficit/hyperactivity disorder (ADHD). Various auditory masking procedures can quantify the impulsivity caused by distracting background sounds. This study compares the impulsiveness and distraction caused by informational masking (unpredictable tones) with previously published data on central masking (contralateral noise) in children with and without ADHD. METHODS: Twenty-six normal and 14 children diagnosed as having ADHD (combined type), all between the ages of 7 and 13, indicated whether they heard a 512-ms, 500-Hz pure tone in a single-interval task under conditions of informational masking and in quiet. The masker consisted of 10 randomly selected frequencies between 1,000 and 2,500 Hz presented simultaneously at an overall level of 60 dB SPL. A maximum-likelihood method estimated thresholds and false alarm rates. RESULTS: There were no differences due to ADHD in thresholds or false alarm rates either with informational masking or in quiet. With informational masking, normal children had high false alarm rates, similar to those from children with ADHD under central masking. With informational masking, all children tended to say a stimulus was present when it was not. CONCLUSIONS: All children behave impulsively under some conditions. Pediatric patients with attention disorders can thus be reassured that impulsiveness with unpredictable background sounds is normal, to some extent. Response biases of children with ADHD may only diverge from normal in situations where distracting external stimuli have an intermediate level of predictability. A previous study showed that with central masking, children with ADHD are more impulsive than normal. There appears to be a limit to the uncertainty in auditory masking that can be tolerated by children. Children with ADHD become impulsive at lower levels of uncertainty than normal. Increasing the predictability of distracting background sounds may thus improve the performance of children with ADHD. Informational masking may, for normal listeners, mimic something of what it is like to have an attention deficit. ADHD can be profitably studied with auditory tasks.

Dyslexia-specific brain activation profile becomes normal following successful remedial training.

OBJECTIVES: To examine changes in the spatiotemporal brain activation profiles associated with successful completion of an intensive intervention program in individual dyslexic children. METHODS: The authors obtained magnetic source imaging scans during a pseudoword reading task from eight children (7 to 17 years old) before and after 80 hours of intensive remedial instruction. All children were initially diagnosed with dyslexia, marked by severe difficulties in word recognition and phonologic processing. Eight children who never experienced reading problems were also tested on two occasions separated by a 2-month interval. RESULTS: Before intervention, all children with dyslexia showed distinctly aberrant activation profiles featuring little or no activation of the posterior portion of the superior temporal gyrus (STGp), an area normally involved in phonologic processing, and increased activation of the corresponding right hemisphere area. After intervention that produced significant improvement in reading skills, activity in the left STGp increased by several orders of magnitude in every participant. No systematic changes were obtained in the activation profiles of the children without dyslexia as a function of time. CONCLUSIONS: These findings suggest that the deficit in functional brain organization underlying dyslexia can be reversed after sufficiently intense intervention lasting as little as 2 months, and are consistent with current proposals that reading difficulties in many children represent a variation of normal development that can be altered by intensive intervention.

Perception of voice and tone onset time continua in children with dyslexia with and without attention deficit/hyperactivity disorder.

Tasks assessing perception of a phonemic contrast based on voice onset time (VOT) and a nonspeech analog of a VOT contrast using tone onset time (TOT) were administered to children (ages 7.5 to 15.9 years) identified as having reading disability (RD; n = 21), attention deficit/hyperactivity disorder (ADHD; n = 22), comorbid RD and ADHD (n = 26), or no impairment (NI; n = 26). Children with RD, whether they had been identified as having ADHD or not, exhibited reduced perceptual skills on both tasks as indicated by shallower slopes on category labeling functions and reduced accuracy even at the endpoints of the series where cues are most salient. Correlations between performance on the VOT task and measures of single word decoding and phonemic awareness were significant only in the groups without ADHD. These findings suggest that (a) children with RD have difficulty in processing speech and nonspeech stimuli containing similar auditory temporal cues, (b) phoneme perception is related to phonemic awareness and decoding skills, and (c) the potential presence of ADHD needs to be taken into account in studies of perception in children with RD.

Age-related changes in regional brain activation during phonological decoding and printed word recognition.

Using magnetic source imaging, age-related changes in spatiotemporal brain activation profiles associated with printed word recognition and phonological decoding (pseudoword reading) were examined in 27 adults and 22 children without reading problems. Adults showed a distinct spatiotemporal profile during reading of both types of print consisting of bilateral activation of occipital cortices, followed by strongly left-predominant activation of basal temporal regions, and, finally, left hemisphere temporoparietal (including the angular gyrus) and inferior frontal activation. Children lacked the clear temporal distinction in the engagement of basal and temporoparietal areas and displayed significantly weaker activation of the left inferior frontal gyrus. In addition, the consistent hemispheric asymmetries in the degree of activation of basal temporal regions that were present in the adult readers were not apparent in the children. In contrast, the strong left hemisphere preponderance in the degree of activation of temporoparietal areas was present in children as well as adults, regardless of the type of print they were asked to read. The data suggest that the degree of specialization of cortical regions for reading, as well as the pattern of regional interactions that supports this specialization, may change with age.

Measures of information processing in rapid automatized naming (RAN) and their relation to reading.

The letters, numbers, and objects subtests of the Rapid Automatized Naming Tests (RAN) were given to 50 first- and second-grade students. Student performance on the three RAN subtests were audiotaped and subjected to postacquisition processing to distinguish articulation and interarticulation pause times. This study investigated (1) the relations between the articulation and pause durations associated with the 50 stimuli of each RAN subtest and (2) the relations between the pause and articulation latencies of the three RAN subtests and reading. For both first- and second-grade students, pause and articulation times for RAN letters and objects were not found to be reliably related, in contrast to RAN numbers articulation and pause durations. RAN subtest pause durations were differentially related to reading; however, articulation was rarely related to reading. The RAN letters pause time was the most robust predictor of decoding and reading comprehension, consistently predicting all first- and second-grade measures. Analysis supported the view that reading is predicted by speed of processing associated with letters, not general processing speed.

How psychological science informs the teaching of reading.

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Brain activation profiles in dyslexic children during non-word reading: a magnetic source imaging study.

The purpose of the study was to identify spatiotemporal brain activation profiles associated with phonological decoding in dyslexic children using magnetic source imaging. For this purpose maps of regional cerebral activation were obtained from eleven children diagnosed with dyslexia and ten children without reading problems during engagement in a pseudoword rhyme-matching task. All dyslexic children showed aberrant activation maps consisting of reduced activity in temporoparietal areas in the left hemisphere (including the posterior part of the superior temporal, angular and supramarginal gyri) and increased activity in the right homotopic region. In contrast, the two groups of children did not differ in the degree of activity in basal temporal areas that typically precedes temporoparietal activation. This is the first study to demonstrate the existence of distinct activation profiles associated with phonological decoding in individual dyslexic children.

Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: are they differentially effective?

The Transient Channel Deficit (TCD) model of reading disability was evaluated by examining the effects of color overlays on the reading ability of four groups of children (n = 15 each) with reading disability and comorbid conditions involving math and ADHD. These 60 children were evaluated for reading accuracy and rate on measures of word decoding and reading comprehension under three color transparency conditions (blue, red, no overlay). Results indicated that color overlays did not differentially affect the reading performance of individuals with and without reading disabilities. However, blue transparencies significantly improved reading comprehension in all groups, and reduced reading rate. These findings indicate that the TCD model may need to be reexamined. An alternative hypothesis for the observed effects, involving facilitation of attention processes, was posted.

Visual and phonological processing of words: a comparison of good and poor readers.

At the beginning of the school year, 80 first graders, half receiving phonics instruction and half receiving whole word instruction, were asked to spell, read aloud, and recognize 60 regular and exception words. A standardized reading test and phoneme segmentation test were also administered. Those above grade level in reading excelled in phonological recording and application of grapheme-phoneme correspondence rules and were weaker in utilization of visual-orthographic knowledge. Those below grade level applied visual more than phonological coding and benefited from the visual-orthographic knowledge available in a clue word. Results support a continuum of visual and phonological analysis skills in first-grade reading consistent with Frith's (1985) logographic, alphabetic, and orthographic skill levels.