Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity

Autor/inn/en	Christmann, Corinna A.; Lachmann, Thomas; Steinbrink, Claudia
Titel	Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 1, S.107-121 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2014_JSLHR-L-14-0174
Schlagwörter	Phonological Awareness; Dyslexia; Developmental Disabilities; Acoustics; German; Vowels; Stimuli; Adolescents; Adults; Reading Difficulties; Auditory Perception; Speech Communication; Cognitive Processes + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Akustik; Deutscher; Anreizsystem; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Auditive Wahrnehmung; Akustische Wahrnehmung; Cognitive process; Kognitiver Prozess
Abstract	Purpose: It is unknown whether phonological deficits are the primary cause of developmental dyslexia or whether they represent a secondary symptom resulting from impairments in processing basic acoustic parameters of speech. This might be due, in part, to methodological difficulties. Our aim was to overcome two of these difficulties: the comparability of stimulus material and task in speech versus nonspeech conditions. Method: In this study, the authors (a) assessed auditory processing of German vowel center stimuli, spectrally rotated versions of these stimuli, and bands of formants; (b) used the same task for linguistic and nonlinguistic conditions; and (c) varied systematically temporal and spectral parameters inherent in the German vowel system. Forty-two adolescents and adults with and without reading disabilities participated. Results: Group differences were found for all linguistic and nonlinguistic conditions for both temporal and spectral parameters. Auditory deficits were identified in most but not all participants with dyslexia. These deficits were not restricted to speech stimuli--they were also found for nonspeech stimuli with equal and lower complexity compared with the vowel stimuli. Temporal deficits were not observed in isolation. Conclusion: These results support the existence of a general auditory processing impairment in developmental dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01