Auditory Processing, Speech Perception and Phonological Ability in Pre-School Children at High-Risk for Dyslexia: A Longitudinal Study of the Auditory Temporal Processing Theory

Autor/inn/en	Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquiere, Pol
Titel	Auditory Processing, Speech Perception and Phonological Ability in Pre-School Children at High-Risk for Dyslexia: A Longitudinal Study of the Auditory Temporal Processing Theory
Quelle	In: Neuropsychologia, 45 (2007) 8, S.1608-1620 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-3932
DOI	10.1016/j.neuropsychologia.2007.01.009
Schlagwörter	At Risk Persons; Articulation (Speech); Phonology; Dyslexia; Phonological Awareness; Auditory Perception; Literacy; Grade 1; Reading Instruction; Preschool Children; Longitudinal Studies; Language Processing; Learning Theories; Neurological Impairments + Suchen Sie Ihr Suchwort? Risikogruppe; Fonologie; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachverarbeitung; Learning theory; Lerntheorie; Neurodegenerative Erkrankung
Abstract	This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school children at high-family risk for dyslexia, compared to a group of well-matched low-risk control children. Based on family risk status and first grade literacy achievement children were categorized in groups and pre-school data were retrospectively reanalyzed. On average, children showing both increased family risk and literacy-impairment at the end of first grade, presented significant pre-school deficits in phonological awareness, rapid automatized naming, speech-in-noise perception and frequency modulation detection. The concurrent presence of these deficits before receiving any formal reading instruction, might suggest a causal relation with problematic literacy development. However, a closer inspection of the individual data indicates that the core of the literacy problem is situated at the level of higher-order phonological processing. Although auditory and speech perception problems are relatively over-represented in literacy-impaired subjects and might possibly aggravate the phonological and literacy problem, it is unlikely that they would be at the basis of these problems. At a neurobiological level, results are interpreted as evidence for dysfunctional processing along the auditory-to-articulation stream that is implied in phonological processing, in combination with a relatively intact or inconsistently impaired functioning of the auditory-to-meaning stream that subserves auditory processing and speech perception. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10