Abstract
The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. Taking advantage of a natural school context with such a mixed approach, we tested 42 first graders behaviorally and with Fast Periodic Visual Stimulation using electroencephalographic recordings (FPVS-EEG) to measure selective neural responses to letter strings. Letter strings were inserted periodically (1/5) in pseudofonts in 40 s sequences displayed at 6 Hz and were either words globally taught at school, that could therefore be processed by visual whole-word form recognition (global method), or control words/pseudowords eliciting grapheme-phoneme (GP) mappings (phonics method). Results show that selective responses (F/5, 1.2 Hz) were left lateralized for control stimuli that triggered GP mappings but bilateral for globally taught words. It implies that neural mechanisms recruited during visual word processing are influenced by the nature of the mapping between written and spoken word forms. GP mappings induce left hemisphere discrimination responses, and visual recognition of whole-word forms induce bilateral responses, probably because the right hemisphere is relatively more involved in holistic visual object recognition. Splitting the group as a function of the mastery of GP mappings into “good” and “poor” readers strongly suggests that good readers actually processed all stimuli (including global words) predominantly with their left hemisphere, while poor readers showed bilateral responses for global words. These results show that in a mixed approach of teaching to read, global method instruction may induce neural processes that differ from those specialized for reading in the left hemisphere. Furthermore, given their difficulties in automatizing GP mappings, poor readers are especially prone to rely on this alternative visual strategy. A preprint of this paper has been released on Biorxiv (van de Walle de Ghelcke et al., 2018).
Highlights
Reviewed by: Christiane Lange-Küttner, London Metropolitan University, United Kingdom Daniela Traficante, Catholic University of the Sacred
The current study aims at filling this gap in the context of a mixed approach, by comparing neural responses in children to letter strings processed by GP mappings (French control words and pseudowords) vs. to letter strings that have been rote-learned (French global words) and could trigger whole word-form visual recognition processes
In the context of a mixed approach for teaching to read, our study reveals that distinct phonics/global methods differentially impact neural responses to letter strings in children, suggesting that the qualitatively different cognitive processes triggered by each of these methods (GP mappings vs. holistic visual recognition) rely on different neural networks
Summary
Reviewed by: Christiane Lange-Küttner, London Metropolitan University, United Kingdom Daniela Traficante, Catholic University of the Sacred. Splitting the group as a function of the mastery of GP mappings into “good” and “poor” readers strongly suggests that good readers processed all stimuli (including global words) predominantly with their left hemisphere, while poor readers showed bilateral responses for global words. These results show that in a mixed approach of teaching to read, global method instruction may induce neural processes that differ from those specialized for reading in the left hemisphere. A preprint of this paper has been released on Biorxiv (van de Walle de Ghelcke et al, 2018)
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