Sensory Processing, Reading, IQ, and Attention

Autor/inn/en	Hulslander, Jacqueline; Talcott, Joel; Witton, Caroline; DeFries, John; Pennington, Bruce; Wadsworth, Sally; Willcutt, Erik; Olson, Richard
Titel	Sensory Processing, Reading, IQ, and Attention
Quelle	In: Journal of Experimental Child Psychology, 88 (2004) 3, S.274-295 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2004.03.006
Schlagwörter	Reading; Attention; Children; Cognitive Processes; Young Adults; Intelligence Quotient; Oral Language; Language Skills; Attention Deficit Disorders; Reading Difficulties; Reading Ability; Phonemes; Dyslexia; Vision; Hearing (Physiology) + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Aufmerksamkeit; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Young adult; Junger Erwachsener; Intelligenzquotient; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Reading difficulty; Leseschwierigkeit; Reading competence; Lesekompetenz; Fonem; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Gehör; Hören
Abstract	Detection thresholds for two visual- and two auditory-processing tasks were obtained for 73 children and young adults who varied broadly in reading ability. A reading-disabled subgroup had significantly higher thresholds than a normal-reading subgroup for the auditory tasks only. When analyzed across the whole group, the auditory tasks and one of the visual tasks, coherent motion detection, were significantly related to word reading. These effects were largely independent of ADHD ratings; however, none of these measures accounted for significant variance in word reading after controlling for full-scale IQ. In contrast, phoneme awareness, rapid naming, and nonword repetition each explained substantial, significant word reading variance after controlling for IQ, suggesting more specific roles for these oral language skills in the development of word reading. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10