Abstract:Chinese lexical tones determine word meaning and are crucial in reading development. Reduced tone awareness is widely reported in children with reading difficulties (RD). Lexical-tone processing requires sensitivity to frequency-modulated sound changes. The present study investigates whether reduced tone awareness in children with RD is reflected in basic auditory processing and the level at which the breakdown occurs. Magnetoencephalographic techniques and an oddball paradigm were used to elicit auditory-rela… Show more
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