Claudia Männel|Gesa Schaadt|Franziska K. Illner|Elke van der Meer|Angela D. Friederici
Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing
Max Planck Institute for Human Cognitive and Brain Sciences|Humboldt-Universität zu Berlin|Max Planck Institute for Human Cognitive and Brain Sciences|Humboldt-Universität zu Berlin|Humboldt-Universität zu Berlin|Max Planck Institute for Human Cognitive and Brain Sciences|Humboldt-Universität zu Berlin
intact phonological processing crucial successful literacy acquisition individuals difficulties reading spelling ie developmental dyslexia known experience deficient phoneme discrimination ie segmental phonology findings concerning prosodic processing ie suprasegmental phonology controversial behaviorindependent studies underlying neural correlates prosodic processing dyslexia controversial findings might explained different task demands provide objective behaviorindependent picture segmental suprasegmental phonological processing impaired literacy acquisition investigated eventrelated brain potentials passive listening typically poorspelling german school children segmental phonology analyzed mismatch negativity mmn vowel length discrimination capturing automatic auditory deviancy detection repetitive contexts suprasegmental phonology analyzed closure positive shift cps automatically occurs response prosodic boundaries results revealed spelling group differences mmn cps indicating deficient segmental intact suprasegmental phonological processing poor spellers present findings point towards differential role segmental suprasegmental phonology literacy disorders call interventions invigorate impaired literacy utilizing intact prosody addition training deficient phonemic awareness