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Yayın A comparison of Auto Train Brain neurofeedback rewarding interfaces in terms of efficacy(Acıbadem Mehmet Ali Aydınlar Üniversitesi, 2023-01-01) Eroğlu, GünetBackground/aim: Auto Train Brain is a mobile app that was specifically developed for dyslexic children to increase their reading speed and reading comprehension. In the original mobile app, only one unique neurofeedback user interface provided visually and audibly rewarding feedback to the subject with a red-green colored arrow on the screen. Later, new modules are added to the app with the end-users requests. These are the “youtube” video-based interface and “Spotify” auditory-based interface. In this research, we have compared the efficacy of the neurofeedback rewarding interfaces. Materials and methods: The experiment group consists of 20 dyslexic children aged 7-to 10 (15 males, 5 females) who were randomly assigned to one rewarding interface and used it at home for more than six months. Results: The result indicates that though the “youtube” interface is liked most by the participants, the arrow-based simple neurofeedback interface reduces theta brain waves more than other rewarding schemes. On the other hand, “youtube” and “Spotify” based interfaces increase Beta band powers more than the arrow interfaces in the cortex. The ”Spotify” user interface improves the fast brain waves more on the temporal lobes (T7 and T8) as the feedback given was only auditory. Conclusion: The results indicate that the relevant neurofeedback rewarding interface should be chosen based on the dyslexic child’s specific condition.Yayın Electroencephalography signatures associated with developmental dyslexia identified using principal component analysis(Multidisciplinary Digital Publishing Institute (MDPI), 2025-08-27) Eroğlu, Günet; Harb, Mhd Raja AbouBackground/Objectives: Developmental dyslexia is characterised by neuropsychological processing deficits and marked hemispheric functional asymmetries. To uncover latent neurophysiological features linked to reading impairment, we applied dimensionality reduction and clustering techniques to high-density electroencephalographic (EEG) recordings. We further examined the functional relevance of these features to reading performance under standardised test conditions. Methods: EEG data were collected from 200 children (100 with dyslexia and 100 age- and IQ-matched typically developing controls). Principal Component Analysis (PCA) was applied to high-dimensional EEG spectral power datasets to extract latent neurophysiological components. Twelve principal components, collectively accounting for 84.2% of the variance, were retained. K-means clustering was performed on the PCA-derived components to classify participants. Group differences in spectral power were evaluated, and correlations between principal component scores and reading fluency, measured by the TILLS Reading Fluency Subtest, were computed. Results: K-means clustering trained on PCA-derived features achieved a classification accuracy of 89.5% (silhouette coefficient = 0.67). Dyslexic participants exhibited significantly higher right parietal–occipital alpha (P8) power compared to controls (mean = 3.77 ± 0.61 vs. 2.74 ± 0.56; p < 0.001). Within the dyslexic group, PC1 scores were strongly negatively correlated with reading fluency (r = −0.61, p < 0.001), underscoring the functional relevance of EEG-derived components to behavioural reading performance. Conclusions: PCA-derived EEG patterns can distinguish between dyslexic and typically developing children with high accuracy, revealing spectral power differences consistent with atypical hemispheric specialisation. These results suggest that EEG-derived neurophysiological features hold promise for early dyslexia screening. However, before EEG can be firmly established as a reliable molecular biomarker, further multimodal research integrating EEG with immunological, neurochemical, and genetic measures is warranted.Yayın Electrophysiological signatures of developmental dyslexia: towards EEG-based biomarker identification and neurogenetic correlates(MDPI, 2025-06-30) Eroğlu, Günet; Harb, Mhd Raja AbouDyslexia is a neurodevelopmental disorder characterized by altered hemispheric specialization and disrupted phonological processing. In this study, we applied Principal Component Analysis (PCA) to high-dimensional electroencephalographic (EEG) recordings from 200 children (100 dyslexic, 100 controls) to extract latent neurophysiological features associated with reading impairment. Our findings revealed significant right-hemisphere dominance in dyslexic individuals, particularly in the P8 electrode within the alpha band, consistent with compensatory neural strategies. Despite the absence of clinical comorbidities or medication use, distinct clustering emerged, supporting the utility of PCA for early screening. Future directions include correlating EEG-derived features with known dyslexia-related gene expression profiles (e.g., DCDC2, KIAA0319), neurotransmitter imbalances, and neuroinflammatory markers. These integrative analyses may establish EEG signals as reliable, non-invasive biomarkers for molecular-level screening in developmental learning disorders.
