Visual/Auditory and Orthographic/Phonological Speed of Processing in Colombian Children with Dyslexia and Average Readers: an ERP Study

Silvia Angélica Puertas Céspedes; Edwar Leonardo Esteban Pérez; R. Malatesha Joshi; Mauricio Bonilla; Álvaro Izquierdo Bello

Visual/Auditory and Orthographic/Phonological Speed of Processing in Colombian Children with Dyslexia and Average Readers: an ERP Study

Silvia Angélica Puertas Céspedes ^[1] ; Edwar Leonardo Esteban Pérez ^[1] ; R. Malatesha Joshi ^[3] ; Mauricio Bonilla Carreño ^[2] ; Álvaro Hernando Izquierdo Bello ^[1]
1. [1] Universidad Nacional de Colombia
  
  Universidad Nacional de Colombia
  
  Colombia
2. [2] Universidad El Bosque
  
  Universidad El Bosque
  
  Colombia
3. [3] Texas A & M University
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Localización: Revista de Psicología: (Universidad de Antioquía), ISSN-e 2145-4892, Vol. 15, Nº. 1, 2023
Idioma: inglés
DOI: 10.17533/udea.rp.e340888
Títulos paralelos:
- Velocidad de procesamiento visual / auditivo y ortográfico / fonológico en niños con dislexia y lectores promedio colombianos: un estudio de potenciales relacionados con eventos
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Resumen
- español
  Este estudio examinó las diferencias en la velocidad de procesamiento entre las modalidades visual-auditiva y ortográfica-fonológica, por medio del análisis de potenciales relacionados con eventos en niños con dislexia comparados con un grupo control, siguiendo la hipótesis causal de la dislexia evolutiva basada en la asincronía en la velocidad de procesamiento. Treinta niños de habla hispana que viven en Bogotá, Colombia —quince con diagnóstico de dislexia evolutiva y quince lectores promedio emparejados por edad, sexo, nivel socioeconómico y grado—, participaron en el estudio. A los participantes se les aplicaron cinco tareas conductuales con estímulos auditivos y visuales, lingüísticos y no lingüísticos con registro electrofisiológico simultáneo. Hubo una diferencia de tiempo significativa entre el procesamiento de estímulos visuales lingüísticos y no lingüísticos, el procesamiento de estímulos visuales versus auditivos lingüísticos y no lingüísticos, y el procesamiento de palabras y seudopalabras en niños con dislexia en comparación con los lectores promedio. Las dificultades ortográficas y fonológicas en los niños disléxicos se evidencian en las amplitudes menores de P100 y las desviaciones más profundas de N200 en seudopalabras, así como en las amplitudes menores de P300, tanto en palabras como en seudopalabras.
- English
  This study examined the differences in the speed of processing between the visual-auditory and orthographic-phonological modalities, through the analysis of event-related potentials in children with dyslexia compared with a control group, based on the asynchrony hypothesis of dyslexia. Thirty Spanish-speaking children living in Bogotá, Colombia —15 with developmental dyslexia and 15 average readers paired by age, sex, socio-economic status (SES), and grade—participated in the study. Five behavioral tasks with auditory and visual, linguistic, and non-linguistic stimuli with simultaneous electrophysiological recording were applied to participants in Spanish. There was a significant time difference between the processing of linguistic and non-linguistic visual stimuli, the processing of linguistic and non-linguistic visual vs. auditory stimuli, and the processing of words and pseudowords in children with dyslexia compared to average readers. The orthographic and phonological difficulties in dyslexic children are supported by lower P100 amplitudes and deeper N200 deflections to pseudowords, as well as lower P300 amplitudes to both words and pseudowords.
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