The relationship between auditory temporal processing, phonemic awareness, and reading disability
Section snippets
Participants
Seventy-eight children aged between 8 and 12 years were included in the study: 42 children with reading difficulty and 36 normally reading control children. Reading disabled children included in the sample were selected on an availability basis from referrals for assessment of literacy learning difficulties to the Psychology Department of the Royal Children’s Hospital, Melbourne, Australia. Criteria for inclusion were as follows: Reading Accuracy (Neale Analysis of Reading Revised) more than 18
Comparison of the reading disabled group and the control group on the tone-order task
The means for response time and percentage error for the reading disabled group and the control group on the tone-order task, as a function of ISI, are presented in Fig. 1. Repeated measures analysis of variance showed that for response time there were main effects for both group, , and ISI, . The control group processed the tone pairs more quickly than the reading disabled group, and both groups took longer to process the tone pairs at shorter ISIs.
Discussion
The results of this study have confirmed that a subset of reading disabled children have significant difficulty in reproducing the order of briefly presented complex tone pairs. However, the presence of a tone-ordering deficit was not associated with poorer ordering of CV syllables. Thus, a link between the difficulty of processing nonspeech and speech sounds, which could have provided a mechanism for the defective perception of briefly presented phonemic information was not established.
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Phonological, temporal and spectral processing in vowel length discrimination is impaired in German primary school children with developmental dyslexia
2014, Research in Developmental DisabilitiesCitation Excerpt :Typically, for both conditions different task demands were applied, e.g. temporal order judgement or gap detection in the auditory condition and tasks such as phoneme deletion, non-word repetition or rapid automatized naming (RAN) in order to measure phonological awareness, phonological short-term memory or phonological recoding in lexical access, respectively. These studies revealed that temporal processing deficits are not related to phonological processing impairments in dyslexia (Bretherton & Holmes, 2003; Nittrouer, 1999) or that phonological deficits can appear in the absence of temporal processing deficits (Boets, Wouters, van Wieringen, & Ghesquière, 2007; Ramus et al., 2003; White et al., 2006). The interpretation of this pattern of results, however, is difficult, since the phonological vs. temporal processing conditions in these studies do not only differ in the linguistic nature (linguistic vs. non-linguistic), but also in task and stimulus complexity.
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