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Neuronal correlates of reading acquisition in children with high risk for developmental dyslexia
Simultaneous EEG-fMRI is used to examine reading acquisition in a group of children with a high risk for developmental dyslexia and to track learning related changes in the brain from kindergarten to the end of first grade.
Keywords: learning to read, developmental dyslexia, children, electroencephalography (EEG), functional magnetic resonance imaging (fMRI), structural MRI, event-related potentials
Poor reading skills represent a major problem in our modern society. They are responsible for many troublesome school careers and considerable social costs.
This research project focus on neuronal changes in the brain during reading acquisition in children with a familial risk for developmental dyslexia. A group of approximately 40 children are repeatedly examined using behavioural tests and EEG-MRI recordings from kindergarten to second grade. Children exhibiting deficits in reading in first grade, are supported by a novel computerized intervention game and their reading development is compared to peers without supportive training.
Behavioural and EEG-MRI data of these children are collected at the end of kindergarten and in two follow-ups after their first half year in primary school (January to March 2015) and after 4 months of supportive computerized training (April-July 2015). EEG-fMRI recordings will test audiovisual processing of print and speech during development and supportive training.
The student will join our young, ambitious team and learn to collect and analyse behavioural and/or EEG-MRI data. The thesis can either concentrate on behavioural and neuropsychological data or include EEG, fMRI or structural MRI data.
Poor reading skills represent a major problem in our modern society. They are responsible for many troublesome school careers and considerable social costs. This research project focus on neuronal changes in the brain during reading acquisition in children with a familial risk for developmental dyslexia. A group of approximately 40 children are repeatedly examined using behavioural tests and EEG-MRI recordings from kindergarten to second grade. Children exhibiting deficits in reading in first grade, are supported by a novel computerized intervention game and their reading development is compared to peers without supportive training. Behavioural and EEG-MRI data of these children are collected at the end of kindergarten and in two follow-ups after their first half year in primary school (January to March 2015) and after 4 months of supportive computerized training (April-July 2015). EEG-fMRI recordings will test audiovisual processing of print and speech during development and supportive training. The student will join our young, ambitious team and learn to collect and analyse behavioural and/or EEG-MRI data. The thesis can either concentrate on behavioural and neuropsychological data or include EEG, fMRI or structural MRI data.
Better understanding of neuronal processes underlying reading acquisition and training in children with high risk for developmental dyslexia
Better understanding of neuronal processes underlying reading acquisition and training in children with high risk for developmental dyslexia
Candidates should submit CV and motivation letter. The work with the young children and their families requires fluent German and a good understanding of Swiss dialects. Previous knowledge with neuropsychological testing, EEG and/or (f)MRI will be considered as advantage.
Please contact: Dr. Silvia Brem, sbrem@kjpd.uzh.ch
Webpage of project: www.lexi.uzh.ch
Candidates should submit CV and motivation letter. The work with the young children and their families requires fluent German and a good understanding of Swiss dialects. Previous knowledge with neuropsychological testing, EEG and/or (f)MRI will be considered as advantage.
Please contact: Dr. Silvia Brem, sbrem@kjpd.uzh.ch
