Literaturnachweis - Detailanzeige
Autor/inn/en | Poelmans, Hanne; Luts, Heleen; Vandermosten, Maaike; Boets, Bart; Ghesquiere, Pol; Wouters, Jan |
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Titel | Reduced Sensitivity to Slow-Rate Dynamic Auditory Information in Children with Dyslexia |
Quelle | In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 6, S.2810-2819 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0891-4222 |
DOI | 10.1016/j.ridd.2011.05.025 |
Schlagwörter | Cues; Dyslexia; Phonological Awareness; Auditory Perception; Etiology; Grade 6; Auditory Stimuli; Speech Communication; Child Development; Children; Phonemes; Control Groups; Comparative Analysis; Correlation; Reading; Spelling |
Abstract | The etiology of developmental dyslexia remains widely debated. An appealing theory postulates that the reading and spelling problems in individuals with dyslexia originate from reduced sensitivity to slow-rate dynamic auditory cues. This low-level auditory deficit is thought to provoke a cascade of effects, including inaccurate speech perception and eventually unspecified phoneme representations. The present study investigated sensitivity to frequency modulation and amplitude rise time, speech-in-noise perception and phonological awareness in 11-year-old children with dyslexia and a matched normal-reading control children. Group comparisons demonstrated that children with dyslexia were less sensitive than normal-reading children to slow-rate dynamic auditory processing, speech-in-noise perception, phonological awareness and literacy abilities. Correlations were found between slow-rate dynamic auditory processing and phonological awareness, and speech-in-noise perception and reading. Yet, no significant correlation between slow-rate dynamic auditory processing and speech-in-noise perception was obtained. Together, these results indicate that children with dyslexia have difficulties with slow-rate dynamic auditory processing and speech-in-noise perception and that these problems persist until sixth grade. (Contains 1 figure and 3 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |