Volume 46, Issue 10, Pages 1362-1376 (November 2010) Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia  Paavo H.T. Leppänen, Jarmo A. Hämäläinen, Hanne K. Salminen, Kenneth M. Eklund, Tomi K. Guttorm, Kaisa Lohvansuu, Anne Puolakanaho, Heikki Lyytinen  Cortex  Volume 46, Issue 10, Pages 1362-1376 (November 2010) DOI: 10.1016/j.cortex.2010.06.003 Copyright © 2010 Elsevier Srl Terms and Conditions

Fig. 1 Newborn ERPs to the rarely presented deviant 1100Hz tone (thick line) and to the frequent standard 1000Hz tone (thin line) in three groups of children classified according to their later reading performance: A (upper left), the at-risk children with RD (RDFR, n=8); B (lower left), the at-risk children with typical reading skills (TRFR, n=14); C (upper right), the control children with typical reading skills (TRC, n=25); D (lower right), the control children with RD (RDC, n=4). The boxes in panel A mark the windows for PC1 at 320–420msec, PC2 at 160–250msec, and PC3 at 30–80msec (for details, see the text). The vertical line marks the stimulus onset. The time window is -50–420msec (negativity up). Cortex 2010 46, 1362-1376DOI: (10.1016/j.cortex.2010.06.003) Copyright © 2010 Elsevier Srl Terms and Conditions

Fig. 2 Mean amplitudes of newborn ERPs to the rarely presented deviant 1100Hz tone at the 3 PC time windows at the frontal (F3, F4) and central (C3, C4) electrode sites in the 3 reading groups: the at-risk children with RD (RDFR, n=8), the at-risk children with typical reading skills (TRFR, n=14), and the control children with typical reading skills (TRC, n=25). A (left panel), at PC3-30–80; B (middle panel), PC2-160–250; C (right panel), PC1-320–420. The error bars (thin lines on the bars) represent 1 standard error (SE) from the mean. Cortex 2010 46, 1362-1376DOI: (10.1016/j.cortex.2010.06.003) Copyright © 2010 Elsevier Srl Terms and Conditions

Fig. 3 Scatter plots of newborn ERPs and later outcome measures in the 3 reading groups: at-risk children with RD (RDFR, n=8), at-risk children with typical reading skills (TRFR, n=14) and control children with typical reading skills (TRC, n=25): A (left), the right frontal (F4) deviant-response at PC1-320–420 with 3.5-year phonology; B (middle) the deviant-response at F4 at PC1-320–420 with RS; C (right), the deviant-response at F4 at PC3-30–80 with RS. Cortex 2010 46, 1362-1376DOI: (10.1016/j.cortex.2010.06.003) Copyright © 2010 Elsevier Srl Terms and Conditions