Temporal Processing, Attention, and Learning Disorders

Autor/inn/en	Landerl, Karin; Willburger, Edith
Titel	Temporal Processing, Attention, and Learning Disorders
Quelle	In: Learning and Individual Differences, 20 (2010) 5, S.393-401 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2010.03.008
Schlagwörter	Elementary School Students; Phonology; Dyslexia; Brain; Literacy; Arithmetic; Reading Difficulties; Cognitive Processes; Comparative Analysis; Correlation; Visual Perception; Auditory Perception; Attention; Reading Skills; Spelling; Prediction + Suchen Sie Ihr Suchwort? Fonologie; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Gehirn; Alphabetisierung; Schreib- und Lesefähigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Reading difficulty; Leseschwierigkeit; Cognitive process; Kognitiver Prozess; Korrelation; Visuelle Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Aufmerksamkeit; Reading skill; Lesefertigkeit; Schreibweise; Vorhersage
Abstract	In a large sample (N = 439) of literacy impaired and unimpaired elementary school children the predictions of the temporal processing theory of dyslexia were tested while controlling for (sub)clininal attentional deficits. Visual and Auditory Temporal Order Judgement were administered as well as three subtests of a standardized attention test. The correlation between visual and auditory TOJ was only moderate, challenging the assumption of a general, cross-modal temporal processing deficit. Regression analyses revealed attention as a significant predictor of children's TOJ performance. Once attentional differences were accounted for, temporal processing made a significant but small contribution (3% of variance explained) to reading (but not spelling), but also to arithmetic achievement, indicating that the prediction is not specific to literacy skills. Phonology and Rapid Automatized Naming explained considerable variance even when introduced after TOJ, contradicting the assumption that the verbal deficits in dyslexia result from temporal processing problems. Multiple case studies of 40 children with serious deficits in temporal processing revealed no consistent group pattern. Problems in temporal processing do not necessarily lead to literacy impairment but might be a marker of minor deviances in brain development. (Contains 5 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10