DOI 10.1007/s00702-004-0141-z

Summary. The neurobiological basis of learning word spellings and recogni-tion of recently learned words was assessed in a learning experiment in 9 dyslexics and 9 controls male adolescents. In a recognition paradigm previously learned pseudowords and graphic symbols were presented 50 times each inter-spersed pseudo-randomly between 3 unlearned items which were repeated 50 times and 150 filler pseudowords. The electrophysiological correlate of recog-nition of learned pseudowords and graphic symbols was a positivity around 600ms. For pseudowords the amplitude of this ERP component was signifi-cantly attenuated in the dyslexic group, no differences between the groups were found for recognition of graphic material. These data suggest that dyslexic children are able to learn the spelling of simple words, however, the neurophys-iological correlate of recognition of these learned words is significantly atten-uated. This result strengthens the view that dyslexic children are not generally impaired in recognition memory but specific for linguistic material like words