Common Variance in Amplitude Envelope Perception Tasks and Their Impact on Phoneme Duration Perception and Reading and Spelling in Finnish Children with Reading Disabilities

Autor/inn/en	Hamalainen, J. A.; Leppanen, P. H. T.; Eklund, K.; Thomson, J.; Richardson, U.; Guttorm, T. K.; Witton, C.; Poikkeus, A. -M.; Goswami, U.; Lyytinen, H.
Titel	Common Variance in Amplitude Envelope Perception Tasks and Their Impact on Phoneme Duration Perception and Reading and Spelling in Finnish Children with Reading Disabilities
Quelle	In: Applied Psycholinguistics, 30 (2009) 3, S.511-530 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409090250
Schlagwörter	Reading Difficulties; Spelling; Phonemes; Auditory Perception; Foreign Countries; Speech Communication; Children; Auditory Discrimination; Language Processing; Phonology; Perceptual Impairments; Finland + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Schreibweise; Fonem; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Ausland; Child; Kind; Kinder; Sprachverarbeitung; Fonologie; Perceptual handicaps; Wahrnehmungsstörung; Finnland
Abstract	Our goal was to investigate auditory and speech perception abilities of children with and without reading disability (RD) and associations between auditory, speech perception, reading, and spelling skills. Participants were 9-year-old, Finnish-speaking children with RD (N = 30) and typically reading children (N = 30). Results showed significant group differences between the groups in phoneme duration discrimination but not in perception of amplitude modulation and rise time. Correlations among rise time discrimination, phoneme duration, and spelling accuracy were found for children with RD. Those children with poor rise time discrimination were also poor in phoneme duration discrimination and in spelling. Results suggest that auditory processing abilities could, at least in some children, affect speech perception skills, which in turn would lead to phonological processing deficits and dyslexia. (As Provided).
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Update	2017/4/10