Awareness of form-sound correspondence in Chinese children with dyslexia: Preliminary results from event-related potentials and time frequency analyses

Developmental dyslexia has usually been characterized as having difficulties learning grapheme-phoneme correspondence and applying the mappings. This study investigates form-sound awareness in Chinese reading-impaired children in terms of regularity, consistency and lexicality effects using event-related potentials (ERP) and time-frequency analysis (TFA). Preliminary data from two Cantonese-speaking male children, one with reading impairment (PR) and one with normal reading performance (CA), performing a character recognition task were collected. ERP results indicated that CA showed a lexicality effect at N400 that was not evident in PR. TFA showed that CA exhibited greater event-related synchronization (ERS) and phase coherence at theta and gamma bands suggesting greater cognitive demand in processing pseudo and irregular characters. An opposite pattern was observed for PR, where greater effort was needed to retrieve information related to real and regular characters whilst failing to respond to pseudo and irregular characters. Greater ERS and phase coherence was also observed for real, pseudo and regular characters at 350-450ms at theta suggesting adequate access to phonological and semantic information for CA compared to PR. Whereas PR showed greater ERS and phase coherence at earlier and later time intervals. These initial findings suggest that PR may have weaker semantic representations and may be less sensitive to the internal structure of characters and its relationship with sounds.