Evidence map›Paper›PMID 41389106›Full record

SynthesisAnnals of dyslexia2026

Event-related potentials in the "Triangle" framework of reading and developmental dyslexia: a systematic review.

Silvia Siu-Yin Clement-Lam, Oliver Lasnick, Brianna Kinnie, Ayan Mitra, Cheryl Lyon, Devin Kearns, Fumiko Hoeft

Abstract readSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in Annals of dyslexia, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Silvia Siu-Yin Clement-LamDepartment of Psychological Sciences, University of Connecticut, Storrs, CT, USA. silvia.clementlam@uconn.edu.ORCID 0000-0003-2513-0090
Oliver LasnickDepartment of Psychological Sciences, University of Connecticut, Storrs, CT, USA.
Brianna KinnieDepartment of Psychological Sciences, University of Connecticut, Storrs, CT, USA.
Ayan MitraDepartment of Psychological Sciences, University of Connecticut, Storrs, CT, USA.
Cheryl LyonDepartment of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, USA.
Devin KearnsDepartment of Teacher Education and Learning Sciences, College of Education, North Carolina State University at Raleigh, Raleigh, NC, USA.
Fumiko HoeftDepartment of Psychological Sciences, University of Connecticut, Storrs, CT, USA.

Funding

Neural Mechanisms Underlying Compensation in DyslexiaR01HD096261 · NICHD · UNIVERSITY OF CONNECTICUT STORRS · PI HOEFT, FUMIKO · 2018 to 2023
$3.4M
Intergenerational Neuroimaging of Language and Reading Networks Using a Natural Cross-Fostering DesignR01HD094834 · NICHD · UNIVERSITY OF CONNECTICUT STORRS · PI HOEFT, FUMIKO · 2019 to 2024
$3.4M
Network to Advance the Study of Mechanisms Underlying Mind-Body Interventions and Measurement of Emotional WellbeingU24AT011281 · NCCIH · UNIVERSITY OF CONNECTICUT STORRS · PI CHAFOULEAS, SANDRA M, HOEFT, FUMIKO · 2021 to 2024
$2.4M
Investigating orthography-phonology and orthography-semantics pathways with implications for compensatory mechanisms in reading disorder in the context of a randomized control trialF32HD106739 · NICHD · UNIVERSITY OF CONNECTICUT STORRS · PI CLEMENT-LAM, SIU YIN · 2021 to 2023
$139k
Using Genetic Similarity Quantified by Kinship Coefficients to Investigate Familial Contributions to Reading DisorderF31HD107944 · NICHD · UNIVERSITY OF CONNECTICUT STORRS · PI LASNICK, OLIVER H.M. · 2022 to 2023
$83k
Eunice Kennedy Shriver National Institute of Child Health and Human Development F31HD107944Eunice Kennedy Shriver National Institute of Child Health and Human Development F32HD106739National Science Foundation NRT-UtB1735225NCCIH NIH HHS U24 AT011281NICHD NIH HHS F31 HD107944NICHD NIH HHS F32 HD106739NICHD NIH HHS R01 HD094834NICHD NIH HHS R01 HD096261Oak Foundation OCAY-19-215
6 · The paper itself

Abstract

Event-related potentials (ERPs) are widely used to investigate the neural underpinnings of reading and developmental dyslexia, yet there are significant disparities in methodological approach. This poses a challenge for generalizability and interpretation. This systematic review synthesizes studies that investigate ERPs associated with cognitive-linguistic correlates of reading and dyslexia in the "triangle" framework of reading: orthography, phonology, and semantics. Using the 2020 PRISMA guidelines, we performed title/abstract and full-text screening of 1,286 papers identified via database search. Included studies (N = 56) were categorized in terms of the cognitive-linguistic processes examined: (1) orthographic (including lexico-orthographic processing), (2) phonological, (3) orthographic-phonological (integration/processing), and/or (4) semantic. This comprehensive review synthesizes prominent ERP components and time windows that characterize these processes. Across studies, individuals with dyslexia generally exhibit atypical ERP responses during orthography and phonology, whereas results for semantic processing are ambiguous and underexplored. Nonetheless, inconsistencies across studies were noted, and quality assessment indicates a greater need for transparency in methods/results reporting, that is critical for reproducible sciences in dyslexia research.

Indexed as

DyslexiaEvoked PotentialsReadingElectroencephalographyHumansSemanticsDevelopmental dyslexiaEvent-related potentials (ERPs)OrthographyPhonologyReadingSemantics

Identifiers

PMID41389106
PMCPMC12854077

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.