Auditory brainstem responses to stop consonants predict literacy

Publication date: Available online 18 December 2016
Source:Clinical Neurophysiology
Author(s): Nicole E. Neef, Gesa Schaadt, Angela D. Friederici
ObjectivePrecise temporal coding of speech plays a pivotal role for sound processing throughout the central auditory system which in turn influences literacy acquisition. The current study tests whether an electrophysiological measure of this precision predicts literacy skills.MethodsComplex auditory brainstem responses were analyzed from 62 native-German speaking children aged 11-13 years. We employed the cross-phaseogram approach to compute the quality of the electrophysiological stimulus contrast [da] and [ba]. Phase shifts were expected to vary with literacy.ResultsReceiver operating curves demonstrated a feasible sensitivity and specificity of the electrophysiological measure. A multiple regression analysis resulted in a significant prediction of literacy by delta cross-phase as well as phonological awareness. A further commonality analysis separated a unique variance explained by the physiological measure from a unique variance explained by the behavioral measure, and common effects of both.ConclusionsDespite multicollinearities between literacy, phonological awareness, and subcortical differentiation of stop consonants, a combined assessment of behavior and physiology strongly increases the ability to predict literacy skills.SignificanceThe strong link between the neurophysiological signature of sound encoding and literacy outcome suggests that the delta cross-phase could indicate the risk of dyslexia and thereby complement subjective psychometric measures for early diagnoses.



http://ift.tt/2i64VNa