Exploring the performance of dyslexic children in reciting and writing Chinese characters through the use of electroencephalogram

Dyslexia is one of learning disorder symptoms. Patients with dyslexia have varying degrees of difficulties in reading comprehension, including texts and words, resulting in poor academic performance and seriously affecting their learning achievements. This study attempted to explore the phenomenon of inferior ability in reciting and writing Chinese characters for dyslexic students through the use of electroencephalogram (EEG) analysis. The study recruited eight dyslexic and eight normal children, aged around 10 years old. The results showed that children with dyslexia present significantly lower EEG power of θ, α, low-α and high-α oscillations than normal students in both recitation and writing. For the EEG power of β oscillation, however, no significant difference was present in both recitation and writing activities. In perspective cerebral cortex regions, the EEG power of most bands in frontal, parietal, occipital and temporal lobes for dyslexic students were significantly lower than normal students in both recitation and writing activities. These findings can indirectly reflect the inferior performance of dyslexic students in their learning. Thus, the current results in the study can be utilized as references for policy setting to improve the student learning achievement.