Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately?

2000 ◽  
Vol 17 (1) ◽  
pp. 32-62 ◽  
Author(s):  
Steve M. Heath ◽  
John H. Hogben
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Reading Disability ◽  
Temporal Processing ◽  
Oral Language ◽  
Language Ability ◽  
Children At Risk ◽  
Auditory Temporal Processing ◽  
Initial Testing ◽  
Current Accuracy

AbstractA longitudinal study was designed to investigate the possibility of improving current accuracy in prediction of reading disability, using phonological awareness (PA), oral language, and auditory temporal processing (ATP) as predictors. Preschoolers (n = 106) were tested on PA, and two groups were selected from the upper and lower quartiles of the PA distribution for initial testing as prereaders on ATP and oral language, and later testing on reading and oral language at the end of years 1, 2 , and 3. Oral language markedly improved levels of prediction previously achieved using PA alone. However, although ATP is related to PA and oral language in prereaders, it contributed little to prediction of reading achievement beyond that afforded by measures of PA and oral language. Options for improving the levels of prediction achieved here by increasing the sensitivity of our measure of AJP are discussed.

Auditory temporal processing, reading, and phonological awareness among aging adults

2018 ◽  
Vol 190 ◽  
pp. 1-10 ◽  
Author(s):  
Michal Ronen ◽  
Adi Lifshitz-Ben-Basat ◽  
Riki Taitelbaum-Swead ◽  
Leah Fostick
Keyword(s):  
Phonological Awareness ◽  
Temporal Processing ◽  
Auditory Temporal Processing ◽  
Aging Adults

Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study

2011 ◽  
Vol 44 (2) ◽  
pp. 105-122 ◽  
Author(s):  
Turid Helland ◽  
Tomas Tjus ◽  
Marit Hovden ◽  
Sonja Ofte ◽  
Mikael Heimann
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Risk Group ◽  
Verbal Learning ◽  
Letter Knowledge ◽  
Children At Risk ◽  
Top Down ◽  
Reading And Spelling

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme—grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), “from sound to meaning”, and top-down (TD), “from meaning to sound.” Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

Auditory Temporal Acuity in Normally Achieving and Learning-Disabled College Students

1992 ◽  
Vol 35 (1) ◽  
pp. 148-156 ◽  
Author(s):  
Betty U. Watson
Keyword(s):  
College Students ◽  
Reading Disability ◽  
Temporal Processing ◽  
Verbal Memory ◽  
The Other ◽  
Temporal Acuity ◽  
Auditory Temporal Processing ◽  
Normally Achieving ◽  
Significant Difference ◽  
Reading Disabled

Recent research has suggested that deficits in several metalinguistic/phonological abilities, such as short-term verbal memory and phoneme segmentation, may be etiologic factors in specific reading disability, and it has been speculated that these weaknesses may result from a more fundamental deficit in the processing of temporal, auditory stimuli. This study examined the auditory temporal processing skills of reading-disabled, math-disabled, and normally achieving college students. The math-disabled group was included to control for the possibility that poor temporal processing is a "marker" variable for learning disability rather than being related specifically to reading disability. Subjects were assessed on a battery of psychophysical tasks that included five tests of temporal processing. The reading-disabled group performed significantly more poorly on the temporal tasks but performed as well as the other groups on the simple pitch and loudness discrimination tasks. In spite of the significant difference on the temporal tasks, the majority of reading-disabled subjects performed within the same range as the subjects in the other two groups, and there were also some normally reading subjects who performed poorly on the temporal processing tasks. These findings suggest that poor temporal processing is neither a necessary nor a sufficient cause of reading disability, but that there is a modest association between the two domains.

Relationship between reading and language ability and auditory temporal processing measured with the precedence effect

2008 ◽  
Vol 123 (5) ◽  
pp. 3296-3296
Author(s):  
Cynthia M. Zettler ◽  
Rose A. Sevcik ◽  
Robin D. Morris ◽  
Mary Ann Romski ◽  
Colleen O'Rourke ◽  
...  
Keyword(s):  
Temporal Processing ◽  
Language Ability ◽  
Precedence Effect ◽  
Auditory Temporal Processing

scholarly journals Temporal Auditory Processing and Phonological Awareness in Children with Benign Epilepsy with Centrotemporal Spikes

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
M. I. R. Amaral ◽  
R. L. Casali ◽  
M. Boscariol ◽  
L. L. Lunardi ◽  
M. M. Guerreiro ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Temporal Processing ◽  
Auditory Processing ◽  
School Age Children ◽  
Control Group ◽  
Healthy Children ◽  
School Age ◽  
Auditory Temporal Processing ◽  
Noise Test ◽  
Better Than

The aim of this research was to analyze temporal auditory processing and phonological awareness in school-age children with benign childhood epilepsy with centrotemporal spikes (BECTS). Patient group (GI) consisted of 13 children diagnosed with BECTS. Control group (GII) consisted of 17 healthy children. After neurological and peripheral audiological assessment, children underwent a behavioral auditory evaluation and phonological awareness assessment. The procedures applied were: Gaps-in-Noise test (GIN), Duration Pattern test, and Phonological Awareness test (PCF). Results were compared between the groups and a correlation analysis was performed between temporal tasks and phonological awareness performance. GII performed significantly better than the children with BECTS (GI) in both GIN and Duration Pattern test (P<0.001). GI performed significantly worse in all of the 4 categories of phonological awareness assessed: syllabic (P=0.001), phonemic (P=0.006), rhyme (P=0.015) and alliteration (P=0.010). Statistical analysis showed a significant positive correlation between the phonological awareness assessment and Duration Pattern test (P<0.001). From the analysis of the results, it was concluded that children with BECTS may have difficulties in temporal resolution, temporal ordering, and phonological awareness skills. A correlation was observed between auditory temporal processing and phonological awareness in the suited sample.

Sign in / Sign up

Export Citation Format

Share Document