Directional Effects between Rapid Auditory Processing and Phonological Awareness in Children

Autor/inn/en	Johnson, Erin Phinney; Pennington, Bruce F.; Lee, Nancy Raitano; Boada, Richard
Titel	Directional Effects between Rapid Auditory Processing and Phonological Awareness in Children
Quelle	In: Journal of Child Psychology and Psychiatry, 50 (2009) 8, S.902-910 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2009.02064.x
Schlagwörter	Language Impairments; Phonological Awareness; Path Analysis; Reading Ability; Auditory Perception; Longitudinal Studies; Language Processing; Children; Predictor Variables; Hypothesis Testing; Reading Difficulties + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pfadanalyse; Reading competence; Lesekompetenz; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachverarbeitung; Child; Kind; Kinder; Prädiktor; Hypothesenprüfung; Hypothesentest; Reading difficulty; Leseschwierigkeit
Abstract	Background: Deficient rapid auditory processing (RAP) has been associated with early language impairment and dyslexia. Using an auditory masking paradigm, children with language disabilities perform selectively worse than controls at detecting a tone in a backward masking (BM) condition (tone followed by white noise) compared to a forward masking (FM) condition (tone preceded by white noise). Tallal's (1980) auditory processing hypothesis posits that abnormal RAP leads to reduced (or impaired) phonological awareness (PA), resulting in reading and language difficulties. Alternative theories suggest that impaired PA may have more of a top-down effect on auditory processing. Methods: The current study examines RAP in children tested at two time points, average age 5.6 and average age 8.3, in order to test causal relations between RAP and PA in a path analysis. Additional hierarchical regressions examine how well RAP predicts reading ability when accounting for PA and vocabulary. Results: The path analysis indicates a top-down effect, such that PA has a larger impact on BM over time than the reverse. Regressions indicate no direct impact of RAP on reading ability. Discussion: The path analysis provides evidence against the auditory processing hypothesis and instead suggests that between the ages of 5 and 8 it is variability in early phonological representations that predicts subsequent lower-level rapid auditory processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10