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dc.contributor.advisorMolinaro, Nicola
dc.contributor.advisorCarreiras Valiña, Manuel Francisco
dc.contributor.advisorLallier, Marie
dc.contributor.authorRíos López, Paula
dc.date.accessioned2019-03-29T12:00:22Z
dc.date.available2019-03-29T12:00:22Z
dc.date.issued2018-12-14
dc.date.submitted2018-12-14
dc.identifier.urihttp://hdl.handle.net/10810/32213
dc.description241 p.es_ES
dc.description.abstractThe main goal of the current doctoral dissertation was to examine the contribution of brain and behavioural rhythmic sensitivity during pre-reading stages to the development of future reading. To achieve this goal, we conducted a longitudinal study in which typically developing children were tested three times: twice before they had received formal reading instruction (T1: 4-5 y.o.; T2: 5-6 y.o.) and once after reading instruction was introduced in the school curriculum (T3: 6-7 y.o.). Along these three testing times, we used EEG to measure the children¿s brain rhythmic (oscillatory) activity in response to natural speech and to auditory signals modulated at rates relevant for speech perception (at the stress, syllabic and phonemic rates). The children also ran a battery of behavioural tasks that included a measure of rhythmic skills (tapping to a beat in synchrony) and several classical reading predictors (e.g. phonological awareness, phonological short-term memory). The longitudinal nature of this work allowed us testing for the first time the trajectory of brain coherence to auditory signals during early childhood. Furthermore, this is the first study finding a long-hypothesized relation between brain oscillatory activity at low frequency bands (0.5 Hz) in pre-reading stages and later reading achievement, such that right-lateralized brain responses to speech at T2 correlated significantly with children¿s reading achievement at T3. Regarding behavioural rhythm sensitivity, whereas rhythmic skills were tightly related to other reading predictors before reading was acquired (T1 and T2), we found no evidence that it contributed significantly to final reading outcome. Differences among measures of brain vs. behavioural rhythmic sensitivity are discussed, especially in the context of early detection and intervention of children at risk of developing reading disorders.es_ES
dc.description.sponsorshipbcbl: basque center on cognition, brain and languagees_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectpsycholinguisticses_ES
dc.subjectdevelopment psychologyes_ES
dc.subjectcognitive functioninges_ES
dc.subjectpsicolingüísticaes_ES
dc.subjectpsicología evolutivaes_ES
dc.subjectprocesos cognitivoses_ES
dc.titleInvestigation of the development of neural and behavioural auditory rhythmic sensitivity and of its contribution to reading acquisitiones_ES
dc.typeinfo:eu-repo/semantics/doctoralThesises_ES
dc.rights.holderAtribución 3.0 España*
dc.rights.holder(cc)2018 PAULA RIOS LOPEZ (cc by 4.0)
dc.identifier.studentID747150es_ES
dc.identifier.projectID16912es_ES
dc.departamentoesLengua Vasca y Comunicaciónes_ES
dc.departamentoeuEuskal Hizkuntza eta Komunikazioaes_ES


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Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España