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Behavioural Neurology
Volume 22 (2010), Issue 3-4, Pages 121-129

Remediation Effects on N170 and P300 in Children with Developmental Dyslexia

Mélanie Jucla,1,2 Rodolphe Nenert,1,3 Yves Chaix,1,3,4 and Jean-François Demonet1,3,4

1Inserm, Imagerie cérébrale et handicaps neurologiques UMR 825, Toulouse, France
2E.A Octogone. Laboratoire Jacques-Lordat, E.A 4156, Université Toulouse II Le Mirail, Toulouse, France
3Universite de Toulouse; UPS; Imagerie cérébrale et handicaps neurologiques UMR 825; CHU Purpan, Toulouse Cedex 9, France
4Centre Hospitalier Universitaire de Toulouse, Pole Neurosciences, CHU Purpan, Toulouse Cedex 9, France

Received 24 June 2010; Accepted 24 June 2010

Copyright © 2010 Hindawi Publishing Corporation and the authors. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study aimed at investigating the ERP correlates (N170 and P300 components) of a multimodal training program focused in dyslexia. ERPs were obtained from 32 electrodes in 24 French children with developmental dyslexia (mean age 10 years 7 months) during a visual lexical decision task. All the children received two intensive two-month evidence-based training programs: one based on phonemic awareness and the other on visual and orthographic processing in a cross-over design. Ten control children matched on chronological age were also tested. We showed dissociation between N170, P300 and behavioral improvement. In the dyslexic group, P300 amplitude decreased for non-words and words as the latter yielded performance improvement. In the control group, the same effect was observed for pseudo-words. At the same time, the opposite pattern occurred for the N170 latency, which was shortened for pseudo-words and pseudo-homophones in the dyslexic group and for words in the typically achieving children. We argue that training might modulate cortical activity in dyslexic children in a visual word recognition task. Considering the well-known implication of P300 in attentional processes, our results reflect the strong link between reading skill improvement after remediation and visual attentional process maturation.