Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes.
Saved in:
| Title: | Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes. |
|---|---|
| Authors: | Manning, Brittany L. (AUTHOR), Hosseini, Kianoosh (AUTHOR), Yang, Eunjin (AUTHOR), Buzzell, George A. (AUTHOR), Landi, Nicole (AUTHOR), Kim, So Hyun (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Apr2026, Vol. 56 Issue 4, p1418-1435. 18p. |
| Subjects: | Reading, Intellect, Research funding, Autism, Readability (Literary style), Electroencephalography, Descriptive statistics, Longitudinal method, Case-control method, Phonetics, Asperger's syndrome, Speech perception, Acoustic stimulation, Data analysis software, Auditory evoked response, Language acquisition, Regression analysis, Children |
| Abstract: | Phonology is an important foundation of reading development; however, little is known about the neural substrates of speech sound processing and reading development in autistic children. We investigated early auditory event-related potentials (ERPs) in response to speech sounds and their association with reading ability (word recognition and reading comprehension). 56 kindergarteners (28 ASD, 28 TD) completed an ERP task using rhyming, bisyllabic pseudowords (/gibu/ and /bidu/) in an old/new design: 50% "old" and 50% "new" stimuli presented following a sensitization block of 100% "old" stimuli. Behavioral measures of reading ability were completed at kindergarten entry and exit. Results from generalized linear mixed models revealed a significant three-way interaction between stimuli ("new" vs. "old"), diagnosis (ASD vs. TD), and reading ability (for word recognition and reading comprehension) for P1 and P2 amplitude. Follow-up analyses revealed that autistic children with lower reading abilities showed greater P1 and P2 amplitudes for "new" vs. "old" stimuli, with effects ranging from marginal to significant (p's 0.04–0.07). Regression analyses revealed that old/new ERP difference scores significantly predicted later word recognition at kindergarten year-end (P1 amplitude: p =.05; P2 amplitude: p =.04), but not reading comprehension, controlling for sex and nonverbal IQ. Autistic children with poorer reading skills, specifically those with weaker word recognition abilities, show neural differences when processing speech sounds compared to autistic peers with greater reading ability and typically developing children. A better understanding of the neural basis of speech sound processing could enhance our insight into the heterogeneity in reading among individuals with ASD and guide future treatment approaches. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature 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.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Phonology is an important foundation of reading development; however, little is known about the neural substrates of speech sound processing and reading development in autistic children. We investigated early auditory event-related potentials (ERPs) in response to speech sounds and their association with reading ability (word recognition and reading comprehension). 56 kindergarteners (28 ASD, 28 TD) completed an ERP task using rhyming, bisyllabic pseudowords (/gibu/ and /bidu/) in an old/new design: 50% "old" and 50% "new" stimuli presented following a sensitization block of 100% "old" stimuli. Behavioral measures of reading ability were completed at kindergarten entry and exit. Results from generalized linear mixed models revealed a significant three-way interaction between stimuli ("new" vs. "old"), diagnosis (ASD vs. TD), and reading ability (for word recognition and reading comprehension) for P1 and P2 amplitude. Follow-up analyses revealed that autistic children with lower reading abilities showed greater P1 and P2 amplitudes for "new" vs. "old" stimuli, with effects ranging from marginal to significant (p's 0.04–0.07). Regression analyses revealed that old/new ERP difference scores significantly predicted later word recognition at kindergarten year-end (P1 amplitude: p =.05; P2 amplitude: p =.04), but not reading comprehension, controlling for sex and nonverbal IQ. Autistic children with poorer reading skills, specifically those with weaker word recognition abilities, show neural differences when processing speech sounds compared to autistic peers with greater reading ability and typically developing children. A better understanding of the neural basis of speech sound processing could enhance our insight into the heterogeneity in reading among individuals with ASD and guide future treatment approaches. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06638-2 |
