Speech Perception in Preschoolers at Family Risk for Dyslexia: Relations with Low-Level Auditory Processing and Phonological Ability

Autor/inn/en	Boets, Bart; Ghesquiere, Pol; van Wieringen, Astrid; Wouters, Jan
Titel	Speech Perception in Preschoolers at Family Risk for Dyslexia: Relations with Low-Level Auditory Processing and Phonological Ability
Quelle	In: Brain and Language, 101 (2007) 1, S.19-30 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-934X
DOI	10.1016/j.bandl.2006.06.009
Schlagwörter	Phonology; Preschool Children; Causal Models; Auditory Perception; Dyslexia; At Risk Persons; Comparative Analysis; Control Groups; Matched Groups; Speech Language Pathology; Speech Tests; Reading Skills + Suchen Sie Ihr Suchwort? Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kausalanalyse; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Risikogruppe; Sprechtest; Reading skill; Lesefertigkeit
Abstract	We tested categorical perception and speech-in-noise perception in a group of five-year-old preschool children genetically at risk for dyslexia, compared to a group of well-matched control children and a group of adults. Both groups of children differed significantly from the adults on all speech measures. Comparing both child groups, the risk group presented a slight but significant deficit in speech-in-noise perception, particularly in the most difficult listening condition. For categorical perception a marginally significant deficit was observed on the discrimination task but not on the identification task. Speech parameters were significantly related to phonological awareness and low-level auditory measures. Results are discussed within the framework of a causal model where low-level auditory problems are hypothesized to result in subtle speech perception problems that might interfere with the development of phonology and reading and spelling ability. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10