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Neural processing of phonological information in autistic kindergarteners as a predictor of reading

Poster No:

381 

Submission Type:

Abstract Submission 

Authors:

So Hyun Kim1, Brittany Manning2, Su Hyoung Jeong1, Munju Kim1

Institutions:

1Korea University, Seoul, Seoul, 2Northwestern University, Chicago, IL

First Author:

So Hyun Kim  
Korea University
Seoul, Seoul

Co-Author(s):

Brittany Manning  
Northwestern University
Chicago, IL
Su Hyoung Jeong  
Korea University
Seoul, Seoul
Munju Kim  
Korea University
Seoul, Seoul

Introduction:

Phonological processing is an important foundation of reading development; however, little is known about the neural substrates of phonological processing and reading development in children with autism spectrum disorder (ASD).

Methods:

We investigate early auditory event-related potentials (ERPs) in a phonological processing task and their association with reading ability. At kindergarten-entry, 29 autistic children and 27 typically developing (TD) children completed an old/new ERP paradigm with bisyllabic rhyming peudowords (/gibu/ & /bidu/), while electroencephalography (EEG) was recorded. Behavioral measures of reading ability were completed at kindergarten-entry and -exit.

Results:

Results revealed a significant three-way interaction between ERP stimuli ("old" vs. "new"), diagnosis (ASD vs. TD) and reading ability. Autistic children with lower reading skills, showed greater P1 and P2 amplitude for "new" vs. "old" stimuli, compared with TD children and those with higher reading ability. Old/new ERP difference scores significantly predicted later word decoding at kindergarten year-end, controlling for sex and nonverbal IQ.
Supporting Image: Figure1.png
   ·Figure 1. Waveforms for ASD and typical groups
Supporting Image: Figure2.png
   ·Figure 2. Waveforms for lower and higher reading groups for children with ASD
 

Conclusions:

Autistic children with lower reading ability may require more neural resources to process "new" auditory stimuli compared to peers with greater reading ability and TD children. Better understanding the neural basis of phonological processing may inform the development of individualized intervention approaches.

Disorders of the Nervous System:

Neurodevelopmental/ Early Life (eg. ADHD, autism) 1

Language:

Reading and Writing 2

Keywords:

Autism
Electroencephaolography (EEG)
Language
Learning

1|2Indicates the priority used for review

Provide references using author date format

Åsberg Johnels, J. (2019). Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study. Autism, 23(6), 1449–1459.
Brown, H. M. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955.
Harwood, V. (2022). Event-Related Potentials to Speech Relate to Speech Sound Production and Language in Young Children. Developmental Neuropsychology, 47(2), 105–123.
Kim, S. H. (2018). Longitudinal follow-up of academic achievement in children with autism from age 2 to 18. Journal of Child Psychology and Psychiatry, 59(3), 258–267.