In a follow-up study, the same musical tasks were re-administered after 1 year. For example, 10-year-old children with dyslexia were significantly poorer in musical metrical perception than age-matched children with typical reading abilities, but they performed equally well as 8-year-old children who were matched by reading level ( Huss et al., 2011). Therefore, poor sensitivity for auditory cues might lead to difficulties in the perception of rhythmic structure of speech, which also could affect the development of phonological awareness for reading skill development. (2011) have assessed the rhythm perception and speech prosody perception in individuals with dyslexia and showed dyslexic persons had difficulties in processing prosodic cues, such as the amplitude onset or rise time of sounds ( Goswami et al., 2010, 2011). The report indicated that rhythm ability was not only significantly correlated with phonological awareness and naming speed but also predicted unique variance in pseudo-word reading ability 5 years later ( David et al., 2007). Especially, rhythm ability was found as a strong predictor of reading abilities in 53 children in a 5-year longitudinal study ( David et al., 2007). Interestingly, children with reading difficulties show deficits in temporal processing in both reading and music domains. Some previous studies have directly examined the relationship between music and reading development ( Anvari et al., 2002 David et al., 2007). This also suggests that children with reading difficulties may have atypical neural representations of rhythm that could be one of the underlying factors in dysfluent reading development.īasic auditory processing ability might be involved in both language development and music abilities across cultures ( Hämäläinen et al., 2009 Goswami et al., 2011 Flaugnacco et al., 2014). This indicated that children with RD may be impaired in the auditory sensitivity of rhythmic beats. The results showed that brain responses to the omission in the strong beat of an unpredicted rhythmic pattern were significantly smaller in Chinese children with RD. Specifically, differential P3a(m) components were found smaller in children with RD when comparing the rhythmical patterns between predictable and unpredicted omission patterns.
The event-related field (ERF) components, mismatch negativity (MMNm) and P3a(m), were elicited by the rhythmical patterns with omitted strong beats. We used the cluster-based permutation tests to examine the statistical difference in neural responses. Oddball paradigm was adapted for testing the difference of musical rhythm perception, including predictable and unpredictable omission, in elementary school children with RD and typically developing age-controlled children with magnetoencephalography (MEG). In the present study, we sought to answer the question of whether the musical rhythm perception of Chinese children with RD is intact or not, providing further clues on how reading and music might be interlinked across languages. Despite this prior evidence, the association between music and reading in Chinese is still controversial. Several studies have demonstrated that children with reading difficulties (RD) show reduced neural sensitivity in musical rhythm perception. The perception of the musical rhythm has been suggested as one of the predicting factors for reading abilities.
2Department of Psychology, University of Jyväskylä, Jyväskylä, Finland.1Department of Special Education, National Taiwan Normal University, Taipei, Taiwan.Chun-Han Chiang 1, Jarmo Hämäläinen 2, Weiyong Xu 2 and Hsiao-Lan Wang 1*
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