Short communicationBrain plasticity in developmental dyslexia after phonological treatment: A beta EEG band study
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Cited by (38)
Atypical beta power fluctuation while listening to an isochronous sequence in dyslexia
2021, Clinical NeurophysiologyCitation Excerpt :Differences in overall beta power at occipital channels between individuals with and without dyslexia have also been found during listening to noise-vocoded speech (Power et al., 2016). An atypical hemispheric asymmetry of beta power in response to linguistic tasks has also been associated with reading skill or processing phonological information in dyslexia (e.g., Penolazzi et al., 2010; Spironelli et al., 2008). The present study extends these studies by indicating that the beta oscillatory activity in response to a simple, rhythmic (isochronous) sound sequence is also atypical in dyslexia.
Resting EEG effective connectivity at the sources in developmental dysphonetic dyslexia. Differences with non-specific reading delay
2020, International Journal of PsychophysiologyEffect of essential oil and supercritical carbon dioxide extract from the root of Angelica gigas on human EEG activity
2017, Complementary Therapies in Clinical PracticeCitation Excerpt :In the anterior regions, an increase in beta activity is associated with high alertness level and a decrease in beta activity is related to drowsiness [4,29]. Penolazzi et al. [30] reported that beta power increase at the left posterior region is highly correlated with the reading speed enhancement in children. Further, higher beta wave activity in the left hemisphere is an important indicator of lateralization and reorganization of language in children as well as adults [31].
An oscillopathic approach to developmental dyslexia: From genes to speech processing
2017, Behavioural Brain ResearchNetwork dynamics in dyslexia: Review and implications for remediation
2016, Research in Developmental DisabilitiesCitation Excerpt :Familial studies indicate a little understood etiology involving an intricate interplay of neurological, genetic, epigenetic, and environmental factors (Carrion-Castillo, Franke, & Fisher, 2013). Although neuroimaging studies investigating the effectiveness of various instructional programs have shown encouraging improvement in some children in reading skills accompanied by trends toward normalization of brain activation patterns (Aylward et al., 2003; Eden, Jones, Cappell, Gareau, & Wood, 2004; Horowitz-Kraus, 2015; Meyler, Keller, Cherkassky, Gabrieli, & Just, 2008; Penolazzi, Spironelli, Vio, & Angulli, 2010; Richards & Berninger, 2008; Shaywitz et al., 2004; Simos et al., 2002; Spironelli, Penolazzi, Vio, & Angrilli, 2010; Temple et al., 2003), even the most successful students continue to demonstrate serious impairments in reading fluency (Torgesen et al., 2001). Fluency, defined as reading quickly, with accuracy and text appropriate expression can be considered the “gold standard” for remedial programming.
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