Characteristics of the MMN measured at 3–5 days of age already demonstrated a significant predictive correlation to reading skills at school age (for a review see Lyytinen et al., 2015). In the Finnish “Jyväskylä Longitudinal Study of Dyslexia” 200 children, half at risk for developmental dyslexia indexed by family risk factors, were assessed from birth to puberty. In preschoolers at risk for dyslexia the amplitudes of the mismatch negativity (MMN) were found to be smaller for frequency deviants (Maurer et al., 2003) as well as vowel, vowel-duration, consonant, and intensity deviants (Lovio et al., 2010). Longitudinal studies starting before primary school age have revealed that responses of AC to unexpected deviations in basic sound features were correlated to phonological processing and letter-naming skills at the kindergarten-age (Hämäläinen et al., 2015) and to word reading fluency at the primary school age (van Zuijen et al., 2013). Neuroscientific studies have provided convincing evidence for a variety of alterations in the brains of dyslexics (Shaywitz et al., 2006 Richlan et al., 2009 Gebauer et al., 2012). In dyslexia, poor discrimination of basic sound features and sequential acoustic patterns is held to lead to suboptimal speech representation, which constrains the development of phonological representations (Bishop et al., 1999), and hence of reading and spelling skills (Hämäläinen et al., 2013). Moreover, different studies have come to the conclusion that children with AD(H)D frequently also meet the criteria for CAPD (Gascon et al., 1986 Keith and Engineer, 1991 Cook et al., 1993 Gomez and Condon, 1999 Riccio et al., 2005 Ghanizadeh, 2009). ( 2013) give an estimate that 30–50% of individuals with dyslexia are affected by auditory problems. While in the normal population the prevalence of CAPD is 2–3% (Chermak et al., 1999), Hämäläinen et al. difficulties in recognizing and interpreting acoustic patterns that arise from dysfunction in the central nervous system, are often associated with attention (Sergeant et al., 2003), language, and literacy (Dawes et al., 2009) problems.ĭyslexia and AD(H)D belong to the most common developmental disorders in childhood and adolescence with a worldwide prevalence of each about 5–10% (Shaywitz and Shaywitz, 2005 Polanczyk et al., 2007). ![]() In view of the strong interdependence of such integrated networks (Scheich et al., 2011 Rodriguez-Fornells et al., 2012) it is not surprising that central auditory processing disorders (CAPD), i.e. The auditory cortex (AC) is very widely connected with different brain regions, including subcortical, prefrontal and parietal areas, where attentional and default networks are hosted. These findings might have far-reaching implications for both research and practice and enable a profound understanding of the brain-related etiology, diagnosis, and musically based therapy of common auditory-related developmental disorders and learning disabilities. Noteworthy, in children playing a musical instrument, after three and a half years of training the observed interhemispheric asynchronies were reduced by about 2/3, thus suggesting a strong beneficial influence of music experience on brain development. The method allowed not only allowed for clear discrimination between two subtypes of attentional disorders (ADHD and ADD), a topic controversially discussed for decades in the scientific community, but also revealed the potential for objectively identifying comorbid cases. ![]() We therefore for the first time provide differential biomarkers for a brain-based diagnosis of dyslexia, ADHD, and ADD. Considering right auditory cortex morphology, bilateral P1 source waveform shapes, and auditory performance, the three disorder subgroups could be reliably differentiated with outstanding accuracies of 89–98%. ![]() All disorder subgroups exhibited an oversized left planum temporale and an abnormal interhemispheric asynchrony (10–40 ms) of the primary auditory evoked P1-response. We investigated the neuro-auditory systems of dyslexic, ADHD, ADD, and age-matched control children ( N = 147) using neuroimaging, magnetencephalography and psychoacoustics. Currently, an objective brain-based diagnosis of these developmental disorders is still unavailable. Dyslexia, attention deficit hyperactivity disorder (ADHD), and attention deficit disorder (ADD) show distinct clinical profiles that may include auditory and language-related impairments.
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