TITLE

Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia

AUTHOR(S)
Marshall, Catherine M.; Snowling, Margaret J.; Bailey, Peter J.
PUB. DATE
August 2001
SOURCE
Journal of Speech, Language & Hearing Research;Aug2001, Vol. 44 Issue 4, p925
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
According to a prominent theory, the phonological difficulties in dyslexia are caused by an underlying general impairment in the ability to process sequences of rapidly presented, brief sounds. Two studies examined this theory by exploring the relationships between rapid auditory processing and phonological processing in a sample of 82 normally reading children (Study 1) and by comparing 17 children with dyslexia to chronological-age and reading-age control participants on these tasks (Study 2). In the normal readers, moderate correlations were found between the measure of rapid auditory processing (Auditory Repetition Task, or ART) and phonological ability. On the ART, the dyslexia group performed at a level similar to that of the reading-age control group but obtained scores that were significantly below those of the chronological-age control group. This difference was due to a subgroup of 4 children in the dyslexia group who had particular difficulty with the ART. The phonological skills of these individuals were not worse than those of the children in the dyslexia group who were unimpaired on the ART. The discussion argues that there is no evidence that phonological difficulties are secondary to impairments of rapid auditory processing, as measured by the ART, and highlights the need to examine the strategic and cognitive demands involved in tasks of rapid auditory processing.
ACCESSION #
5813581

 

Related Articles

  • Auditory and Visual Evoked Responses in Children with Familial Reading Disabilities. Weber, Bruce A.; Omena, Gilbert S. // Journal of Learning Disabilities;Mar1977, Vol. 10 Issue 3 

    Examines auditory and visual evoked responses in children with familial reading disabilities. Comparison of amplitudes of auditory and visual evoked responses from right and left hemispheres in subjects from three families having reading problems; Lack of differences between dyslexic and normal...

  • Meta-analytic confirmation of the nonword reading deficit in developmental dyslexia. van Ijzendoorn, Marinus H.; Bus, Adriana G. // Reading Research Quarterly;Jul-Sep94, Vol. 29 Issue 3, p267 

    Determines whether dyslexics and normal readers differ in terms of phonological skill despite equivalent word recognition abilities. Focus on research conducted by Rack, Snowling and Olson which evaluated the hypothesis that dyslexic children have a specific deficit in phonological reading...

  • Predicting dyslexia from kindergarten: The importance of distinctness of phonological... Elbro, Carsten; Borstrom, Ina; Petersen, Dorthe Klint // Reading Research Quarterly;Jan-Mar98, Vol. 33 Issue 1, p36 

    Investigates difficulties in phonological representations of lexical items as a predictor of dyslexia in kindergarten children. Longitudinal study of children of dyslexic and of normally reading parents; Dyslexic children's poor reading of nonwords and pseudohomophones of real words; Letter...

  • Academic interventions for children with dyslexia who have phonological core deficits. Frost, Julie A.; Emery, Michael J. // Teaching Exceptional Children;Spring96, Vol. 28 Issue 3, p80 

    Presents academic intervention strategies for children with dyslexia who have phonological core deficits. Features of dyslexia; Existence of phonological core deficits in children with dyslexia; Assessment measures used to identify phonological care deficits.

  • A critique of Mody, Studdert-Kennedy, and Brady's 'Speech perception deficits in poor readers: Auditory processing or phonological coding?'. Denenberg, Victor H. // Journal of Learning Disabilities;Sep/Oct1999, Vol. 32 Issue 5, p379 

    A 1997 article by Mody, Studdert-Kennedy, and Brady claimed that their studies constituted a critical test of two hypotheses concerning students with reading impairment: (a) that they experience speech-specific failure in phonological representation, and (b) they display general deficits in...

  • Dyslexia Variations. Viadero, Debra // Education Week;10/21/2009, Vol. 29 Issue 8, p10 

    The article focuses on a study that discovered differences amongst dyslexic Chinese speaking and English speaking children. U.S. dyslexic children have difficulty finding or manipulating the sound structure of oral communication, which results in problems mapping speech sounds onto letters. In...

  • Motion Detection, Letter Position Encoding, and Single Word Reading. Cornelissen, P. L.; Hansen, P. C. // Annals of Dyslexia;1998, Vol. 48, p155 

    Recent research has shown that many people with dyslexia find it unusually difficult to detect flickering or moving visual stimuli, consistent with impaired processing in the magnocellular visual stream. Nonetheless, it remains controversial to suggest that reduced visual sensitivity of this...

  • Comp�tence orthographique chez l'�l�ve dyslexique et chez l'�l�ve sourd : �tude comparative. Plisson, Anne; Berthiaume, Rachel; Daigle, Daniel // Canadian Journal of Applied Linguistics;2010, Vol. 13 Issue 2, p165 

    The aim of this study is to describe and compare dyslexic children and deaf children, two groups of students known for their phonological deficit and their delay in writing. Dyslexic children and deaf children were matched on age and on written competence and were compared to a group of normal...

  • Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits. Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane // Annals of Dyslexia;Jul2013, Vol. 63 Issue 2, p97 

    The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics