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Spelling Disability – Neurophysiologic Correlates and Intervention

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Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices

Part of the book series: Literacy Studies ((LITS,volume 6))

Abstract

Most of the research and our knowledge about dyslexia come from English-speaking countries. Studies with German-speaking children with dyslexia have shown that difficulties with phonological strategies are particularly evident in the early phases of literacy acquisition but most German-speaking children with dyslexia demonstrate major difficulties in orthographic spelling.

Neurophysiologic correlates of spelling disability were investigated by a speech perception paradigm. We found that processing of complex speech sounds like /da/ and /ba/ was associated with spelling and reading disability. The auditory event related components were two mismatch negativity (MMN) components at latencies of 200 and 400 ms. In our studies, the detection of differences in complex speech sounds associated with spelling and reading disability was found to be primarily associated to the later stage of auditory speech sound processing. This auditory perception deficit might be related to cognitive processes to a greater degree than the earlier component. The cognitive processes might involve the integration of complex sound representations such as patterns of tones and speech sounds in the auditory cortex, and potentially interactions with long-term memory as well as factors pertaining to attentional mechanisms. Recent molecular genetic studies suggest that the late MMN to speech stimuli, and not the early MMN, is influenced by genetics.

The late MMN was significantly associated to a gene on chromosome 12, SLC2A3, which is the predominant facilitative glucose transporter in neurons during child development. It is plausible that a reduction of the expression of SLC2A3 might lead to glucose deficits in the brains of children with spelling disability. A reduction of glucose, or energy in the brain, might impact the development of speech sound discrimination skills and therefore might explain the attenuation of MMN to speech sounds in populations with spelling disability.

Prevention of spelling disability focuses on the question of how findings regarding familial reading behavior can be transferred to German-speaking children. We developed a program that combines an explicit training of phonological skills with the promotion of joint reading: “Let’s read!”. This program addresses families of preschool children. Parents are instructed to read regularly to their preschool children by focusing on dialogue reading. This is addressed by stories that contain questions addressing the story and the child’s everyday life. Additionally the training contains exercises to promote phonological awareness as well as common letter-sound-correspondences. Two prevention studies have shown that parents can successfully promote children’s phonological skills when using this structured program. These results show that the positive effect of promoting joint reading, which was previously demonstrated with English-speaking children, can be transferred to German speaking children. In combination with a phonological training, joint book reading has positive effects on children’s phonological skills.

One of the most promising treatment approaches for children with spelling disorder, at least in languages with consistent spelling rules, is to teach children how to spell words correctly by applying orthographic spelling rules. Rule-based spelling trainings therefore aim at enhancing student’s ability to effectively use explicit knowledge of spelling rules. Our intervention studies on the effectiveness of the Marburg Spelling Training and its modification for older students indicate that difficulties with orthographic spelling and the use of morphological strategies can be alleviated by means of rule-based training programs. This finding is not only relevant for the treatment of German-speaking children, but also for treating dyslexic children learning to read and write other languages with transparent orthographies.

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Authors and Affiliations

  1. Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Ludwig-Maximillians- University of Munich, Munich, Germany

    Gerd Schulte-Körne M.D., Jennifer Bruder Ph.D., Elensa Ise Ph.D. & Ellen Rückert Ph.D.

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  1. Gerd Schulte-Körne M.D.
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  2. Jennifer Bruder Ph.D.
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  3. Elensa Ise Ph.D.
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  4. Ellen Rückert Ph.D.
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Correspondence to Gerd Schulte-Körne M.D. .

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Editors and Affiliations

  1. , Faculty of Education, University of Haifa, Mount Carmel, Haifa, Israel

    Zvia Breznitz

  2. , Dept. of Learning Disabilities, University of Haifa, Mount Carmel, 31905, Haifa, Israel

    Orly Rubinsten

  3. , Dept. of Child, Youth & Fam. Studies, University of Nebraska-Lincoln, 133 Mabel Lee Hall, Lincoln, 68588-0236, Nebraska, USA

    Victoria J. Molfese

  4. , Department of Psychology, University of Nebraska-Lincoln, 321 Burnett Hall, Lincoln, 68588-0308, Nebraska, USA

    Dennis L. Molfese

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Schulte-Körne, G., Bruder, J., Ise, E., Rückert, E. (2012). Spelling Disability – Neurophysiologic Correlates and Intervention. In: Breznitz, Z., Rubinsten, O., Molfese, V., Molfese, D. (eds) Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Literacy Studies, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4086-0_9

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