Preschool Impairments in Auditory Processing and Speech Perception Uniquely Predict Future Reading Problems

Autor/inn/en	Boets, Bart; Vandermosten, Maaike; Poelmans, Hanne; Luts, Heleen; Wouters, Jan; Ghesquiere, Pol
Titel	Preschool Impairments in Auditory Processing and Speech Perception Uniquely Predict Future Reading Problems
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 2, S.560-570 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.12.020
Schlagwörter	Dyslexia; Developmental Disabilities; Perceptual Impairments; Preschool Children; Auditory Perception; Phonological Awareness; Speech; Kindergarten; Grade 1; Grade 3; Elementary School Students; Longitudinal Studies; Reading Ability; Reading Failure + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Perceptual handicaps; Wahrnehmungsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Speaking; Sprechen; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading competence; Lesekompetenz; Reading disability; Reading weakness; Leseschwäche
Abstract	Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in auditory temporal processing and speech perception, but it remains debated whether these more basic perceptual impairments play a role in causing the reading problem. Longitudinal studies may help clarifying this issue by assessing preschool children before they receive reading instruction and by following them up through literacy development. The current longitudinal study shows impairments in auditory frequency modulation (FM) detection, speech perception and phonological awareness in kindergarten and in grade 1 in children who receive a dyslexia diagnosis in grade 3. FM sensitivity and speech-in-noise perception in kindergarten uniquely contribute to growth in reading ability, even after controlling for letter knowledge and phonological awareness. These findings indicate that impairments in auditory processing and speech perception are not merely an epiphenomenon of reading failure. Although no specific directional relations were observed between auditory processing, speech perception and phonological awareness, the highly significant concurrent and predictive correlations between all these variables suggest a reciprocal association and corroborate the evidence for the auditory deficit theory of dyslexia. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10