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Mind, Brain, and Education

Volume 9, Issue 3
Original Article

N400 Event‐Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent?

Donna Coch

Corresponding Author

Department of Education, Dartmouth College

Address correspondence to Donna Coch, Department of Education, Dartmouth College, Reading Brains Lab, 3 Maynard Street, Raven House, HB 6103, Hanover, NH 03755; e‐mail:

donna.coch@dartmouth.edu

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Clarisse Benoit

Department of Education, Dartmouth College

Present address: Samuel Morey Elementary School, Fairlee, VT 05045Search for more papers by this author
First published: 15 July 2015
https://doi.org/10.1111/mbe.12083
Cited by: 5

ABSTRACT

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 = −.272) and pseudowords (r = −.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.

Number of times cited: 5

  • Yu-Lin Tzeng, Chun-Hsien Hsu, Wan-Hsuan Lin and Chia-Ying Lee, Impaired Orthographic Processing in Chinese Dyslexic Children: Evidence From the Lexicality Effect on N400, Scientific Studies of Reading, 22, 1, (85), (2018).
    Crossref
  • Mallory C. Stites and Sarah Laszlo, Time will tell: A longitudinal investigation of brain‐behavior relationships during reading development, Psychophysiology, 54, 6, (798-808), (2017).
    Wiley Online Library
  • Yu-Lin Tzeng, Chun-Hsien Hsu, Yu-Chen Huang and Chia-Ying Lee, The Acquisition of Orthographic Knowledge: Evidence from the Lexicality Effects on N400, Frontiers in Psychology, 8, (2017).
    Crossref
  • Donna Coch and Gabriela Meade, N1 and P2 to words and wordlike stimuli in late elementary school children and adults, Psychophysiology, 53, 2, (115-128), (2015).
    Wiley Online Library
  • Spyridoula Cheimariou, Thomas A. Farmer and Jean K. Gordon, Lexical prediction in the aging brain: The effects of predictiveness and congruency on the N400 ERP component, Aging, Neuropsychology, and Cognition, 10.1080/13825585.2018.1529733, (1-26), (2018).
    Crossref