ERIC Number: EJ1068876
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: N/A
N400 Event-Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent?
Coch, Donna; Benoit, Clarisse
Mind, Brain, and Education, v9 n3 p145-153 Sep 2015
We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event-related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter-like symbols (false fonts). The only significant brain-behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r =?-0.272) and pseudowords (r =?-0.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part they are independent and draw upon different underlying processing resources.
Descriptors: Elementary School Students, Standardized Tests, Reading Tests, Brain, Cognitive Measurement, Cognitive Processes, Spelling, Phonology, Vocabulary, Reading Comprehension, Naming, Memory, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: R03HD058613