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Attentional modulation of neural sound tracking in children with and without dyslexia.

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Title: Attentional modulation of neural sound tracking in children with and without dyslexia.
Authors: Guerra, Giada (AUTHOR), Tierney, Adam (AUTHOR), Tijms, Jurgen (AUTHOR), Vaessen, Anniek (AUTHOR), Bonte, Milene (AUTHOR), Dick, Frederic (AUTHOR)
Source: Developmental Science. Jan2024, Vol. 27 Issue 1, p1-20. 20p.
Subjects: Children with dyslexia, Auditory selective attention, Speech perception, Selectivity (Psychology), Lipreading
Abstract: Auditory selective attention forms an important foundation of children's learning by enabling the prioritisation and encoding of relevant stimuli. It may also influence reading development, which relies on metalinguistic skills including the awareness of the sound structure of spoken language. Reports of attentional impairments and speech perception difficulties in noisy environments in dyslexic readers are also suggestive of the putative contribution of auditory attention to reading development. To date, it is unclear whether non‐speech selective attention and its underlying neural mechanisms are impaired in children with dyslexia and to which extent these deficits relate to individual reading and speech perception abilities in suboptimal listening conditions. In this EEG study, we assessed non‐speech sustained auditory selective attention in 106 7‐to‐12‐year‐old children with and without dyslexia. Children attended to one of two tone streams, detecting occasional sequence repeats in the attended stream, and performed a speech‐in‐speech perception task. Results show that when children directed their attention to one stream, inter‐trial‐phase‐coherence at the attended rate increased in fronto‐central sites; this, in turn, was associated with better target detection. Behavioural and neural indices of attention did not systematically differ as a function of dyslexia diagnosis. However, behavioural indices of attention did explain individual differences in reading fluency and speech‐in‐speech perception abilities: both these skills were impaired in dyslexic readers. Taken together, our results show that children with dyslexia do not show group‐level auditory attention deficits but these deficits may represent a risk for developing reading impairments and problems with speech perception in complex acoustic environments. Research Highlights: Non‐speech sustained auditory selective attention modulates EEG phase coherence in children with/without dyslexiaChildren with dyslexia show difficulties in speech‐in‐speech perceptionAttention relates to dyslexic readers' speech‐in‐speech perception and reading skillsDyslexia diagnosis is not linked to behavioural/EEG indices of auditory attention [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Attentional modulation of neural sound tracking in children with and without dyslexia.
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Jan2024, Vol. 27 Issue 1, p1-20. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+selective+attention%22">Auditory selective attention</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+perception%22">Speech perception</searchLink><br /><searchLink fieldCode="DE" term="%22Selectivity+%28Psychology%29%22">Selectivity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Lipreading%22">Lipreading</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Auditory selective attention forms an important foundation of children's learning by enabling the prioritisation and encoding of relevant stimuli. It may also influence reading development, which relies on metalinguistic skills including the awareness of the sound structure of spoken language. Reports of attentional impairments and speech perception difficulties in noisy environments in dyslexic readers are also suggestive of the putative contribution of auditory attention to reading development. To date, it is unclear whether non‐speech selective attention and its underlying neural mechanisms are impaired in children with dyslexia and to which extent these deficits relate to individual reading and speech perception abilities in suboptimal listening conditions. In this EEG study, we assessed non‐speech sustained auditory selective attention in 106 7‐to‐12‐year‐old children with and without dyslexia. Children attended to one of two tone streams, detecting occasional sequence repeats in the attended stream, and performed a speech‐in‐speech perception task. Results show that when children directed their attention to one stream, inter‐trial‐phase‐coherence at the attended rate increased in fronto‐central sites; this, in turn, was associated with better target detection. Behavioural and neural indices of attention did not systematically differ as a function of dyslexia diagnosis. However, behavioural indices of attention did explain individual differences in reading fluency and speech‐in‐speech perception abilities: both these skills were impaired in dyslexic readers. Taken together, our results show that children with dyslexia do not show group‐level auditory attention deficits but these deficits may represent a risk for developing reading impairments and problems with speech perception in complex acoustic environments. Research Highlights: Non‐speech sustained auditory selective attention modulates EEG phase coherence in children with/without dyslexiaChildren with dyslexia show difficulties in speech‐in‐speech perceptionAttention relates to dyslexic readers' speech‐in‐speech perception and reading skillsDyslexia diagnosis is not linked to behavioural/EEG indices of auditory attention [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: Jan2024
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