Impairments in Speech and Nonspeech Sound Categorization in Children with Dyslexia Are Driven by Temporal Processing Difficulties

Autor/inn/en	Vandermosten, Maaike; Boets, Bart; Luts, Heleen; Poelmans, Hanne; Wouters, Jan; Ghesquiere, Pol
Titel	Impairments in Speech and Nonspeech Sound Categorization in Children with Dyslexia Are Driven by Temporal Processing Difficulties
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 2, S.593-603 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.12.015
Schlagwörter	Speech Impairments; Acoustics; Classification; Dyslexia; Children; Cues; Time Perspective; Adults; Comparative Analysis; Age Differences + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Akustik; Classification system; Klassifikation; Klassifikationssystem; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; Stichwort; Zeitbezug; Age; Difference; Age difference; Altersunterschied
Abstract	Auditory processing problems in persons with dyslexia are still subject to debate, and one central issue concerns the specific nature of the deficit. In particular, it is questioned whether the deficit is specific to speech and/or specific to temporal processing. To resolve this issue, a categorical perception identification task was administered in thirteen 11-year old dyslexic readers and 25 matched normal readers using 4 sound continua: (1) a speech contrast exploiting temporal cues (/bA/-/dA/), (2) a speech contrast defined by nontemporal spectral cues (/u/-/y/), (3) a nonspeech temporal contrast (spectrally rotated/bA/-/da/), and (4) a nonspeech nontemporal contrast (spectrally rotated/u/-/y/). Results indicate that children with dyslexia are less consistent in classifying speech and nonspeech sounds on the basis of rapidly changing (i.e., temporal) information whereas they are unimpaired in steady-state speech and nonspeech sounds. The deficit is thus restricted to categorizing sounds on the basis of temporal cues and is independent of the speech status of the stimuli. The finding of a temporal-specific but not speech-specific deficit in children with dyslexia is in line with findings obtained in adults using the same paradigm (Vandermosten et al., 2010, "Proceedings of the National Academy of Sciences of the United States of America," 107: 10389-10394). Comparison of the child and adult data indicates that the consistency of categorization considerably improves between late childhood and adulthood, particularly for the continua with temporal cues. Dyslexic and normal readers show a similar developmental progress with the dyslexic readers lagging behind both in late childhood and in adulthood. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10