Impact of Learning to Read in a Mixed Approach on Neural Tuning to Words in Beginning Readers.

ABSTRACT: The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. Taking advantage of a natural school context with such a mixed approach, we tested 42 first graders behaviorally and with Fast Periodic Visual Stimulation using electroencephalographic recordings (FPVS-EEG) to measure selective neural responses to letter strings. Letter strings were inserted periodically (1/5) in pseudofonts in 40 s sequences displayed at 6 Hz and were either words globally taught at school, that could therefore be processed by visual whole-word form recognition (global method), or control words/pseudowords eliciting grapheme-phoneme (GP) mappings (phonics method). Re

SUBMITTER: van de Walle de Ghelcke A 

PROVIDER: S-EPMC6989560 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature