Profiling the Word Reading Abilities of School-Age Children with Neurofibromatosis Type 1.

OBJECTIVE: Reading difficulties are one of the most significant challenges for children with neurofibromatosis type 1 (NF1). The aims of this study were to identify and categorize the types of reading impairments experienced by children with NF1 and to establish predictors of poor reading in this population. METHOD: Children aged 7-12 years with NF1 (n = 60) were compared with typically developing children (n = 36). Poor word readers with NF1 were classified according to impairment type (i.e., phonological, surface, mixed), and their reading subskills were compared. A hierarchical multiple regression was conducted to identify predictors of word reading. RESULTS: Compared to controls, children with NF1 demonstrated significantly poorer literacy abilities. Of the 49 children with NF1 classified as poor readers, 20 (41%) were classified with phonological dyslexia, 24 (49%) with mixed dyslexia, and 5 (10%) fell outside classification categories. Children with mixed dyslexia displayed the most severe reading impairments. Stronger working memory, better receptive language, and fewer inattentive behaviors predicted better word reading skills. CONCLUSIONS: The majority of children with NF1 experience deficits in key reading skills which are essential for them to become successful readers. Weaknesses in working memory, receptive language, and attention are associated with reading difficulties in children with NF1.

Videoconferencing Interventions for Children with Reading and Spelling Difficulties: A Pilot Study.

Background: Many children in rural and remote areas do not have access to professionals providing literacy interventions. However, delivery of services through videoconferencing would increase access and choice for end users. Introduction: This pilot study investigated the efficacy of videoconferencing literacy interventions. As videoconferencing platforms become easier and cheaper to use, this form of telehealth delivery is increasing in popularity. However, there is currently no strong evidence base to support this practice. Materials and Methods: We studied 18 children, aged 7-12 years, with poor reading and/or spelling, and whose literacy interventions were videoconferenced into their homes and/or schools. Children were tested on three reading measures: (1) reading words, (2) reading nonwords, and (3) letter-sound knowledge, twice before their interventions commenced and once after their intervention concluded. Results: Children's raw and standardized scores on 2 of 3 outcome measures increased significantly more during the intervention than in the no-intervention period before their training commenced. Discussion and Conclusions: This study demonstrates that videoconferencing is a promising delivery mode for literacy interventions, and the results justify running a larger, randomized controlled trial.

The mind minds minds: The effect of intentional stance on the neural encoding of joint attention.

Recent neuroimaging studies have observed that the neural processing of social cues from a virtual reality character appears to be affected by "intentional stance" (i.e., attributing mental states, agency, and "humanness"). However, this effect could also be explained by individual differences or perceptual effects resulting from the design of these studies. The current study used a new design that measured centro-parietal P250, P350, and N170 event-related potentials (ERPs) in 20 healthy adults while they initiated gaze-related joint attention with a virtual character ("Alan") in two conditions. In one condition, they were told that Alan was controlled by a human; in the other, they were told that he was controlled by a computer. When participants believed Alan was human, his congruent gaze shifts, which resulted in joint attention, generated significantly larger P250 ERPs than his incongruent gaze shifts. In contrast, his incongruent gaze shifts triggered significantly larger increases in P350 ERPs than his congruent gaze shifts. These findings support previous studies suggesting that intentional stance affects the neural processing of social cues from a virtual character. The outcomes also suggest the use of the P250 and P350 ERPs as objective indices of social engagement during the design of socially approachable robots and virtual agents.

Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia.

This study evaluated the claim that auditory processing deficits are a cause of reading and language difficulties. We report a longitudinal study of 245 children at family risk of dyslexia, children with preschool language impairments, and control children. Children with language impairments had poorer frequency-discrimination thresholds than controls at 5.5 years, but children at family risk of dyslexia did not. A model assessing longitudinal relationships among frequency discrimination, reading, language, and executive function skills showed that frequency discrimination was predicted by executive skills but was not a longitudinal predictor of reading or language skills. Our findings contradict the hypothesis that frequency discrimination is causally related to dyslexia or language impairment and suggest that individuals at risk for dyslexia or who have language impairments may perform poorly on auditory processing tasks because of comorbid attentional difficulties.

Phonics training for English-speaking poor readers.

BACKGROUND: The reading skills of 16% of children fall below the mean range for their age, and 5% of children have significant and severe reading problems. Phonics training is one of the most common reading treatments used with poor readers, particularly children. OBJECTIVES: To measure the effect of phonics training and explore the impact of various factors, such as training duration and training group size, that might moderate the effect of phonics training on literacy-related skills in English-speaking poor readers. SEARCH METHODS: We searched CENTRAL, MEDLINE, Embase, 12 other databases, and three trials registers up to May 2018. We also searched reference lists of included studies and contacted experts in the field to identify additional studies. SELECTION CRITERIA: We included studies that used randomisation, quasi-randomisation, or minimisation to allocate participants to a phonics intervention group (phonics training only or phonics training plus one other literacy-related skill) or a control group (no training or non-literacy training). Participants were English-speaking poor readers with word reading one standard deviation below the appropriate level for their age (children, adolescents, and adults) or one grade or year below the appropriate level (children only), for no known reason. Participants had no known comorbid developmental disorder, or physical, neurological, or emotional problem. DATA COLLECTION AND ANALYSIS: We used standard methodological procedures expected by Cochrane. MAIN RESULTS: We included 14 studies with 923 participants in this review. Studies took place in Australia, Canada, the UK, and the USA. Six of the 14 included studies were funded by government agencies and one was funded by a university grant. The rest were funded by charitable foundations or trusts. Each study compared phonics training alone, or in conjunction with one other reading-related skill, to either no training (i.e. treatment as usual) or alterative training (e.g. maths). Participants were English-speaking children or adolescents, of low and middle socioeconomic status, whose reading was one year, one grade, or one standard deviation below the level expected for their age or grade for no known reason. Phonics training varied between studies in intensity (up to four hours per week), duration (up to seven months), training group size (individual and small groups), and delivery (human and computer). We measured the effect of phonics training on seven primary outcomes (mixed/regular word reading accuracy, non-word reading accuracy, irregular word reading accuracy, mixed/regular word reading fluency, non-word reading fluency, reading comprehension, and spelling). We judged all studies to be at low risk of bias for most risk criteria, and used the GRADE approach to assess the quality of the evidence.There was low-quality evidence that phonics training may have improved poor readers' accuracy for reading real and novel words that follow the letter-sound rules (standardised mean difference (SMD) 0.51, 95% confidence interval (CI) 0.13 to 0.90; 11 studies, 701 participants), and their accuracy for reading words that did not follow these rules (SMD 0.67, 95% CI 0.26 to 1.07; 10 studies, 682 participants). There was moderate-quality evidence that phonics training probably improved English-speaking poor readers' fluency for reading words that followed the letter-sounds rules (SMD 0.45, 95% CI 0.19 to 0.72; 4 studies, 224 participants), and non-word reading fluency (SMD 0.39, 95% CI 0.10 to 0.68; 3 studies, 188 participants), as well as their accuracy for reading words that did not follow these rules (SMD 0.84, 95% CI 0.30 to 1.39; 4 studies, 294 participants). In addition, there was low-quality evidence that phonics training may have improved poor readers' spelling (SMD 0.47, 95% CI -0.07 to 1.01; 3 studies, 158 participants), but only slightly improve their reading comprehension (SMD 0.28, 95% CI -0.07 to 0.62; 5 studies, 343 participants). AUTHORS' CONCLUSIONS: Phonics training appears to be effective for improving literacy-related skills, particularly reading fluency of words and non-words, and accuracy of reading irregular words. More studies are needed to improve the precision of outcomes, including word and non-word reading accuracy, reading comprehension, spelling, letter-sound knowledge, and phonological output. More data are also needed to determine if phonics training in English-speaking poor readers is moderated by factors such as training type, intensity, duration, group size, or administrator.

Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?

The 'automatic letter-sound integration hypothesis' (Blomert, ) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of English-speaking children with dyslexic difficulties (N = 13) and samples of chronological-age-matched (CA; N = 17) and reading-age-matched controls (RA; N = 17) aged 7-13 years. Each child took part in two priming experiments in which speech sounds were preceded by congruent visual letters (congruent condition) or Greek letters (baseline). In a behavioural experiment, responses to speech sounds in the two conditions were compared using reaction times. These data revealed faster reaction times in the congruent condition in all three groups. In a second electrophysiological experiment, responses to speech sounds in the two conditions were compared using event-related potentials (ERPs). These data revealed a significant effect of congruency on (1) the P1 ERP over left frontal electrodes in the CA group and over fronto-central electrodes in the dyslexic group and (2) the P2 ERP in the dyslexic and RA control groups. These findings suggest that our sample of English-speaking children with dyslexic difficulties demonstrate a degree of letter-sound integration that is appropriate for their reading level, which challenges the letter-sound integration hypothesis.

Phonics Training Improves Reading in Children with Neurofibromatosis Type 1: A Prospective Intervention Trial.

OBJECTIVE: To examine the efficacy of a phonics-training program in children with neurofibromatosis type 1 (NF1) and reading difficulties. STUDY DESIGN: Thirty children (7-12 years of age) with NF1 completed a double-baseline, 24-week intervention trial. Literacy outcome measures were assessed at 4 time points: (1) at baseline; (2) after an 8-week no-treatment period; (3) immediately post-treatment; and (4) at follow-up 8 weeks post-treatment. Repeated-measures ANOVA were conducted to examine change over time for all outcome measures, and significant main effects were explored with planned comparisons. Predictors of treatment effects were examined by linear regressions. RESULTS: Ninety percent of participants completed the intervention. Intervention-specific improvements were observed across a range of literacy outcomes, including reading accuracy (nonword reading, Cohen d = 1.10; regular-word reading, Cohen d = 0.32), letter-sound knowledge (Cohen d = 0.80), blending (Cohen d = 0.88), repetition of nonsense words (Cohen d = 0.94), phonemic decoding fluency (Cohen d = 0.55), and reading comprehension (Cohen d = 0.31). Improvements were maintained 8 weeks post-treatment. Age (P = .03) and working memory (P = .02) significantly influenced efficacy, with greatest improvements observed in older children with stronger verbal working memory capacity. CONCLUSIONS: Home-based, computerized reading intervention was effective in improving the reading and reading-related abilities of children with NF1 and reading difficulty. TRIAL REGISTRATION: Australian and New Zealand Clinical Trials Registry: ACTRN12611000779976.

The relationship between spoken language and speech and nonspeech processing in children with autism: a magnetic event-related field study.

It has been proposed that language impairments in children with Autism Spectrum Disorders (ASD) stem from atypical neural processing of speech and/or nonspeech sounds. However, the strength of this proposal is compromised by the unreliable outcomes of previous studies of speech and nonspeech processing in ASD. The aim of this study was to determine whether there was an association between poor spoken language and atypical event-related field (ERF) responses to speech and nonspeech sounds in children with ASD (n = 14) and controls (n = 18). Data from this developmental population (ages 6-14) were analysed using a novel combination of methods to maximize the reliability of our findings while taking into consideration the heterogeneity of the ASD population. The results showed that poor spoken language scores were associated with atypical left hemisphere brain responses (200 to 400 ms) to both speech and nonspeech in the ASD group. These data support the idea that some children with ASD may have an immature auditory cortex that affects their ability to process both speech and nonspeech sounds. Their poor speech processing may impair their ability to process the speech of other people, and hence reduce their ability to learn the phonology, syntax, and semantics of their native language.

Can verbal working memory training improve reading?

The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

The neural time course of evaluating self-initiated joint attention bids.

BACKGROUND: During interactions with other people, we constantly evaluate the significance of our social partner's gaze shifts in order to coordinate our behaviour with their perspective. In this study, we used event-related potentials (ERPs) to investigate the neural time course of evaluating gaze shifts that signal the success of self-initiated joint attention bids. METHOD: Nineteen participants were allocated to a "social" condition, in which they played a cooperative game with an anthropomorphic virtual character whom they believed was controlled by a human partner in a nearby laboratory. Participants were required to initiate joint attention towards a target. In response, the virtual partner shifted his gaze congruently towards the target-thus achieving joint attention--or incongruently towards a different location. Another 19 participants completed the same task in a non-social "control" condition, in which arrows, believed to be controlled by a computer program, pointed at a location that was either congruent or incongruent with the participant's target fixation. RESULTS: In the social condition, ERPs to the virtual partner's incongruent gaze shifts evoked significantly larger P350 and P500 peaks compared to congruent gaze shifts. This P350 and P500 morphology was absent in both the congruent and incongruent control conditions. DISCUSSION: These findings are consistent with previous claims that gaze shifts differing in their social significance modulate central-parietal ERPs 350 ms following the onset of the gaze shift. Our control data highlights the social specificity of the observed P350 effect, ruling out explanations pertaining to attention modulation or error detection.

Using event-related potentials to measure phrase boundary perception in English.

BACKGROUND: The closure positive shift (CPS) event related potential (ERP) is commonly used as a neural measure of phrase boundary perception in speech. The present study investigated whether the CPS was elicited by acoustic cues at phrase boundaries in English. ERPs were recorded when participants listened passively to sentences with either early or late phrase boundaries. RESULTS: The closure positive shift (CPS) ERP was elicited at both early and late phrase boundaries. However, the latency, amplitude, and scalp distribution of these passive CPS ERPs in English sentences differed to active CPS ERPs measured in non-English sentences in previous studies. CONCLUSIONS: These results show that acoustic cues at the phrase boundaries in English are sufficient to elicit the CPS, and suggest that different processes might be involved in the generation of the CPS in active and passive conditions.

Physiological correlates of anxiety in childhood and adolescence: A systematic review and meta-analysis.

Anxiety is one of the most prevalent problems that affects children and adolescents. The vast majority of diagnostic tools for anxiety depend on written or verbal reports from children and adolescents or their significant others. The validity and reliability of such reports can be compromised by their subjective nature. Thus, there is growing interest in whether anxiety can be indexed with objective physiological measures. The key aim of this systematic review and meta-analysis was to determine which physiological measures are most reliably associated with elevated levels of anxiety amongst children and adolescents. Online databases (e.g., PsycINFO, Embase, Medline) were searched for relevant studies according to pre-determined criteria. Twenty-five studies comprising 2502 participants (N = 1160 with high anxiety) met inclusion, identifying 11 groups of physiological measures. Our meta-analysis revealed that skin conductance level is the most sensitive measure of anxiety (d = 0.83), followed by electromyography (EMG) measures (d = 0.71) and skin conductance response (d = 0.58). However, the included studies varied in terms of subjective measures, study designs, experimental task measures, and physiological measures. Consideration of these differences in methodology offer potential directions for future research.

A scoping review on the use of consumer-grade EEG devices for research.

BACKGROUND: Commercial electroencephalography (EEG) devices have become increasingly available over the last decade. These devices have been used in a wide variety of fields ranging from engineering to cognitive neuroscience. PURPOSE: The aim of this study was to chart peer-review articles that used consumer-grade EEG devices to collect neural data. We provide an overview of the research conducted with these relatively more affordable and user-friendly devices. We also inform future research by exploring the current and potential scope of consumer-grade EEG. METHODS: We followed a five-stage methodological framework for a scoping review that included a systematic search using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. We searched the following online databases: PsycINFO, MEDLINE, Embase, Web of Science, and IEEE Xplore. We charted study data according to application (BCI, experimental research, validation, signal processing, and clinical) and location of use as indexed by the first author's country. RESULTS: We identified 916 studies that used data recorded with consumer-grade EEG: 531 were reported in journal articles and 385 in conference papers. Emotiv devices were used most, followed by the NeuroSky MindWave, OpenBCI, interaXon Muse, and MyndPlay Mindband. The most common usage was for brain-computer interfaces, followed by experimental research, signal processing, validation, and clinical purposes. CONCLUSIONS: Consumer-grade EEG is a useful tool for neuroscientific research and will likely continue to be used well into the future. Our study provides a comprehensive review of their application, as well as future directions for researchers who plan to use these devices.

Are comorbidities of poor reading related to elevated anxiety in children?

Studies of the association between dyslexia and mental health have typically tried to minimise the influence of dyslexia comorbidities on the outcomes. However, in the "real world", many children with dyslexia have these comorbidities. In this study, we tested (1) if children with dyslexia with three common comorbidities - inattention, hyperactivity, language difficulties - experience more anxiety than children with dyslexia without these comorbidities; and (2) if any type of comorbidity is related to a certain type of anxiety (reading, social, generalised, or separation). The data of 82 children with dyslexia (mean age = 9 years and 4 months; 25 girls) were analysed using Fisher exact tests, which revealed that those with inattention (40.54%) or hyperactivity (42.30%) were statistically significantly more likely to experience elevated anxiety than children with dyslexia without these comorbidities (8.11 and 14.28%, respectively). This was not the case for language difficulties (24.5% versus 30%). Spearman ρ correlations (α = .05) indicated significant moderate relationships between inattention and reading anxiety (.27), social anxiety (.37), and generalised anxiety (.24); and between hyperactivity and social anxiety (.24) and generalised anxiety (.28). There were no significant correlations between language and anxiety. Examination of highly inter-correlated variables suggested a specific relationship between one type of comorbidity (inattention) and one type of anxiety (reading anxiety).

Getting to grips with the heterogeneity of developmental dyslexia.

The aim of this study was to better understand the heterogeneity of developmental dyslexia by identifying the most common deficits in the reading systems of children with dyslexia with different poor word reading profiles. We classified the word reading profiles of 138 children with developmental dyslexia using nonword and irregular-word reading tests and then used independent experimental tests to explore the cognitive deficits within their word reading systems. The most common deficit associated with primary sublexical impairment (i.e., poor nonword reading) was poor grapheme-phoneme conversion (GPC) knowledge. The most common deficits associated with primary lexical impairment (i.e., poor irregular-word reading) were an impaired orthographic lexicon plus impaired links between this lexicon and the phonological lexicon and semantic knowledge. Finally, the most common deficits associated with mixed reading impairment (i.e., poor nonword reading and poor irregular-word reading) were poor GPC knowledge, an impaired orthographic lexicon, poor links between this lexicon and the phonological lexicon and semantic knowledge, and poor phonological output. We discuss the implications of these findings for theories of reading and for the diagnosis and treatment of dyslexia.

Phonics training for English-speaking poor readers.

BACKGROUND: Around 5% of English speakers have a significant problem with learning to read words. Poor word readers are often trained to use letter-sound rules to improve their reading skills. This training is commonly called phonics. Well over 100 studies have administered some form of phonics training to poor word readers. However, there are surprisingly few systematic reviews or meta-analyses of these studies. The most well-known review was done by the National Reading Panel (Ehri 2001) 12 years ago and needs updating. The most recent review (Suggate 2010) focused solely on children and did not include unpublished studies. OBJECTIVES: The primary aim of this review was to measure the effect that phonics training has on the literacy skills of English-speaking children, adolescents, and adults whose reading was at least one standard deviation (SD), one year, or one grade below the expected level, despite no reported problems that could explain their impaired ability to learn to read. A secondary objective was to explore the impact of various factors, such as length of training or training group size, that might moderate the effect of phonics training on poor word reading skills. SEARCH METHODS: We searched the following databases in July 2012: CENTRAL 2012 (Issue 6), MEDLINE 1948 to June week 3 2012, EMBASE 1980 to 2012 week 26, DARE 2013 (Issue 6), ERIC (1966 to current), PsycINFO (1806 to current), CINAHL (1938 to current), Science Citation Index (1970 to 29 June 2012), Social Science Citation Index (1970 to 29 June 2012), Conference Proceedings Citation Index - Science (1990 to 29 June 2012), Conference Proceedings Citation Index - Social Science & Humanities (1990 to 29 June 2012), ZETOC, Index to Theses-UK and Ireland, ClinicalTrials.gov, ICTRP, the metaRegister of Controlled Trials, ProQuest Dissertations and Theses, DART Europe E-theses Portal, Australasian Digital Theses Program, Education Research Theses, Electronic Theses Online System, Networked Digital Library of Theses and Dissertations. Theses Canada portal, www.dissertation.com, and www.thesisabstracts.com. We also contacted experts and examined the reference lists of published studies. SELECTION CRITERIA: We included studies that use randomisation, quasi-randomisation, or minimisation to allocate participants to either a phonics intervention group (phonics alone, phonics and phoneme awareness training, or phonics and irregular word reading training) or a control group (no training or alternative training, such as maths). Participants were English-speaking children, adolescents, or adults whose word reading was below the level expected for their age for no known reason (that is, they had adequate attention and no known physical, neurological, or psychological problems). DATA COLLECTION AND ANALYSIS: Two review authors independently selected studies, assessed risk of bias, and extracted data. MAIN RESULTS: We found 11 studies that met the criteria for this review. They involved 736 participants. We measured the effect of phonics training on eight outcomes. The amount of evidence for each outcome varied considerably, ranging from 10 studies for word reading accuracy to one study for nonword reading fluency. The effect sizes for the outcomes were: word reading accuracy standardised mean difference (SMD) 0.47 (95% confidence interval (CI) 0.06 to 0.88; 10 studies), nonword reading accuracy SMD 0.76 (95% CI 0.25 to 1.27; eight studies), word reading fluency SMD -0.51 (95% CI -1.14 to 0.13; two studies), reading comprehension SMD 0.14 (95% CI -0.46 to 0.74; three studies), spelling SMD 0.36 (95% CI -0.27 to 1.00; two studies), letter-sound knowledge SMD 0.35 (95% CI 0.04 to 0.65; three studies), and phonological output SMD 0.38 (95% -0.04 to 0.80; four studies). There was one result in a negative direction for nonword reading fluency SMD 0.38 (95% CI -0.55 to 1.32; one study), though this was not statistically significant.We did five subgroup analyses on two outcomes that had sufficient data (word reading accuracy and nonword reading accuracy). The efficacy of phonics training was not moderated significantly by training type (phonics alone versus phonics and phoneme awareness versus phonics and irregular word training), training intensity (less than two hours per week versus at least two hours per week), training duration (less than three months versus at least three months), training group size (one-on-one versus small group training), or training administrator (human administration versus computer administration). AUTHORS' CONCLUSIONS: Phonics training appears to be effective for improving some reading skills. Specifically, statistically significant effects were found for nonword reading accuracy (large effect), word reading accuracy (moderate effect), and letter-sound knowledge (small-to-moderate effect). For several other outcomes, there were small or moderate effect sizes that did not reach statistical significance but may be meaningful: word reading fluency, spelling, phonological output, and reading comprehension. The effect for nonword reading fluency, which was measured in only one study, was in a negative direction, but this was not statistically significant.Future studies of phonics training need to improve the reporting of procedures used for random sequence generation, allocation concealment, and blinding of participants, personnel, and outcome assessment.

It's all about time: precision and accuracy of Emotiv event-marking for ERP research.

BACKGROUND: The use of consumer-grade electroencephalography (EEG) systems for research purposes has become more prevalent. In event-related potential (ERP) research, it is critical that these systems have precise and accurate timing. The aim of the current study was to investigate the timing reliability of event-marking solutions used with Emotiv commercial EEG systems. METHOD: We conducted three experiments. In Experiment 1 we established a jitter threshold (i.e. the point at which jitter made an event-marking method unreliable). To do this, we introduced statistical noise to the temporal position of event-marks of a pre-existing ERP dataset (recorded with a research-grade system, Neuroscan SynAmps2 at 1,000 Hz using parallel-port event-marking) and calculated the level at which the waveform peaks differed statistically from the original waveform. In Experiment 2 we established a method to identify 'true' events (i.e. when an event should appear in the EEG data). We did this by inserting 1,000 events into Neuroscan data using a custom-built event-marking system, the 'Airmarker', which marks events by triggering voltage spikes in two EEG channels. We used the lag between Airmarker events and events generated by Neuroscan as a reference for comparisons in Experiment 3. In Experiment 3 we measured the precision and accuracy of three types of Emotiv event-marking by generating 1,000 events, 1 s apart. We measured precision as the variability (standard deviation in ms) of Emotiv events and accuracy as the mean difference between Emotiv events and true events. The three triggering methods we tested were: (1) Parallel-port-generated TTL triggers; (2) Arduino-generated TTL triggers; and (3) Serial-port triggers. In Methods 1 and 2 we used an auxiliary device, Emotiv Extender, to incorporate triggers into the EEG data. We tested these event-marking methods across three configurations of Emotiv EEG systems: (1) Emotiv EPOC+ sampling at 128 Hz; (2) Emotiv EPOC+ sampling at 256 Hz; and (3) Emotiv EPOC Flex sampling at 128 Hz. RESULTS: In Experiment 1 we found that the smaller P1 and N1 peaks were attenuated at lower levels of jitter relative to the larger P2 peak (21 ms, 16 ms, and 45 ms for P1, N1, and P2, respectively). In Experiment 2, we found an average lag of 30.96 ms for Airmarker events relative to Neuroscan events. In Experiment 3, we found some lag in all configurations. However, all configurations exhibited precision of less than a single sample, with serial-port-marking the most precise when paired with EPOC+ sampling at 256 Hz. CONCLUSION: All Emotiv event-marking methods and configurations that we tested were precise enough for ERP research as the precision of each method would provide ERP waveforms statistically equivalent to a research-standard system. Though all systems exhibited some level of inaccuracy, researchers could easily account for these during data processing.

The effect of an integrated reading and anxiety intervention for poor readers with anxiety.

A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children's reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.

Switching associations between facial identity and emotional expression: a behavioural and ERP study.

The aim of this study was to determine if, and when, the neural processes involved in switching associations formed with angry and happy faces start to diverge. We measured event-related potentials (ERPs) and behavioural responses while participants performed a reversal learning task with angry and happy faces. In the task, participants were simultaneously presented with two neutral faces and learned to associate one of the faces with an emotional expression (either angry or happy), which was displayed by the face when correctly selected. After three to seven trials, the face that had consistently been displaying an emotional expression when selected would instead remain neutral, signalling the participant to switch their response and select the other face on the subsequent trial. The neural processes involved in switching associations formed with angry and happy faces diverged 375 ms after stimulus onset. Specifically, P3a amplitude was reduced and P3b latency was delayed when participants were cued to switch associations formed with angry expressions compared to happy expressions. This difference was also evident in later behavioural responses, which showed that it was more difficult to switch associations made with angry expressions than happy expressions. These findings may reflect an adaptive mechanism that facilitates the maintenance of our memory of threatening individuals by associating them with their potential threat.

Self-concept in poor readers: a systematic review and meta-analysis.

BACKGROUND: The aims of this systematic review and meta-analyses were to determine if there is a statistically reliable association between poor reading and poor self-concept, and if such an association is moderated by domain of self-concept, type of reading impairment, or contextual factors including age, gender, reading instruction, and school environment. METHODOLOGY: We searched 10 key databases for published and unpublished studies, as well as reference lists of included studies, and studies that cited included studies. We calculated standardised mean differences (SMDs) and 95% confidence intervals for one primary outcome (average self-concept) and 10 secondary outcomes (10 domains of self-concept). We assessed the data for risk of bias, heterogeneity, sensitivity, reporting bias, and quality of evidence. RESULTS: Thirteen studies with 3,348 participants met our selection criteria. Meta-analyses revealed statistically significant SMDs for average self-concept (-0.57) and five domains of self-concept (reading/writing/spelling: -1.03; academic: -0.67; math: -0.64; behaviour: -0.32; physical appearance: -0.28). The quality of evidence for the primary outcome was moderate, and for secondary outcomes was low, due to lack of data. CONCLUSIONS: These outcomes suggest a probable moderate association between poor reading and average self-concept; a possible strong association between poor reading and reading-writing-spelling self-concept; and possible moderate associations between poor reading and self-concept in the self-concept domains of academia, mathematics, behaviour, and physical appearance.