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ERIC Number: EJ932155
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0028-3932
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
Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquiere, Pol
Neuropsychologia, v45 n8 p1608-1620 2007
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.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A