ERP correlates of form and rhyme letter tasks in impaired reading children: a critical evaluation.

Event-related potentials (ERPs) were obtained from 15 electrode sites in six average and six impaired reading children, 12 years of age, during visual letter discrimination tasks. Subjects responded to target letters with an enclosed area in the form task and to letters that rhymed with "e" in the rhyme task. Response accuracy was similar between the groups.

Auditory ERPs during rhyme and semantic processing: effects of reading ability in college students.

Event-related potential (ERP), reaction time (RT), and response accuracy measures were obtained during the phonological and semantic categorization of spoken words in 14 undergraduates: 7 were average readers and 7 were reading-impaired. For the impaired readers, motor responses were significantly slower and less accurate than were those of the average readers in both classification tasks. ERPs obtained during rhyme processing displayed a relatively larger amplitude negativity at about 480 ms for the impaired readers as compared to the average readers, whereas semantic processing resulted in no major group differences in the ERPs at this latency.

Late cognitive brain potentials, phonological and semantic classification of spoken words, and reading ability in children.

Event-related potential (ERP), reaction time, and response accuracy measures were obtained during rhyming and semantic classification of spoken words in 10 average (mean age 11.64 years) and 9 impaired reading (mean age 12.10 years) children.

A developmental study of visual ERP distributions during spatial and phonetic processing.

Ten adults (mean age 19.5 years; S.D.

Event-related potential asymmetries in children during pattern and phonemic processing of letters.

Event-related potentials (ERPs) were recorded at left and right anterior temporal, temporal, and parietal sites from ten children (mean age 10.45 years) during three tasks. In the detection task every letter required a response; in the form and rhyme discrimination tasks, a response was required to letters without an enclosed area or to those that did not rhyme with 'e', respectively.