P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia

Abstract

Purpose: To verify the effectiveness of the Cognitive Auditory Evoked Potential-P300 (CAEP-P300) for monitoring the therapeutical evolution of students with developmental dyslexia. Methods: Twenty students diagnosed with developmental dyslexia, of both genders, aged between 8 and 14 years, divided into two randomized groups, one of them submitted to a phonological remediation program associated with reading and writing (GI), and the other one representing the control group (GII), participated in the study. The groups were paired up, and the individuals were submitted to two evaluations of the CAEP-P300 and the same interval was kept for both. Paired Student's t-test, ANOVA test, and Pearson's correlation coefficient were used, adopting 5% significance level. Results: The statistical comparison of the pre and post evaluations of each group demonstrated difference in the Phonological Awareness Test (p=0.000) and in the P300 latency (p=0.005) only for GI. Conclusion: CAEP-P300 use for monitoring the therapeutical evolution of children with developmental dyslexia is possible and represents a viable option for intervention programs.

Keywords

• Evoked potentials, auditory
• Hearing
• Event-related potentials, P300
• Dyslexia
• Reading
• Learning