Audiovisual multisensory integration in individuals with reading and language impairments: A systematic review and meta-analysis

Pulliam, Grace; Feldman, Jacob; Woynaroski, Tiffany G.

doi:10.1016/j.neubiorev.2023.105130

Cited by 5 publications

(4 citation statements)

References 87 publications

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“…At school, audition and vision are often paired and contribute to various learning processes, in particular regarding language and reading. Indeed, poorer readers exhibit impaired audiovisual integration 46 , 76 , 77 . In addition, multisensory integration also interacts with memory functions 12 , 78 .…”

Section: Discussionmentioning

confidence: 99%

The impact of premature birth on auditory-visual processes in very preterm schoolchildren

Décaillet,

Denervaud,

Huguenin-Virchaux

et al. 2024

npj Sci. Learn.

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Interactions between stimuli from different sensory modalities and their integration are central to daily life, contributing to improved perception. Being born prematurely and the subsequent hospitalization can have an impact not only on sensory processes, but also on the manner in which information from different senses is combined—i.e., multisensory processes. Very preterm (VPT) children (<32 weeks gestational age) present impaired multisensory processes in early childhood persisting at least through the age of five. However, it remains largely unknown whether and how these consequences persist into later childhood. Here, we evaluated the integrity of auditory-visual multisensory processes in VPT schoolchildren. VPT children (N = 28; aged 8–10 years) received a standardized cognitive assessment and performed a simple detection task at their routine follow-up appointment. The simple detection task involved pressing a button as quickly as possible upon presentation of an auditory, visual, or simultaneous audio-visual stimulus. Compared to full-term (FT) children (N = 23; aged 6–11 years), reaction times of VPT children were generally slower and more variable, regardless of sensory modality. Nonetheless, both groups exhibited multisensory facilitation on mean reaction times and inter-quartile ranges. There was no evidence that standardized cognitive or clinical measures correlated with multisensory gains of VPT children. However, while gains in FT children exceeded predictions based on probability summation and thus forcibly invoked integrative processes, this was not the case for VPT children. Our findings provide evidence of atypical multisensory profiles in VPT children persisting into school-age. These results could help in targeting supportive interventions for this vulnerable population.

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Section: Discussionmentioning

confidence: 99%

The impact of premature birth on auditory-visual processes in very preterm schoolchildren

Décaillet,

Denervaud,

Huguenin-Virchaux

et al. 2024

npj Sci. Learn.

View full text Add to dashboard Cite

show abstract

“…There is indeed evidence that individuals with DD do not always benefit from lipread speech to the same extent as typical readers do, especially when auditory speech is difficult to understand (de Gelder and Vroomen, 1998;Hahn et al, 2014;Ramirez and Mann, 2005;Rüsseler et al, 2015Rüsseler et al, , 2018Schaadt et al, 2019;van Laarhoven et al, 2018). However, the finding that dyslexics rely less on lip-read information is not always observed (for a recent review, see Pulliam et al, 2023). Here, we examined a so far untested function of lip-read speech, namely in guiding adaptation to acoustically distorted speech.…”

Section: Introductionmentioning

confidence: 99%

Perceptual Adaptation to Noise-Vocoded Speech by Lip-Read Information: No Difference between Dyslexic and Typical Readers

Pourhashemi,

Baart,

Vroomen

2024

Multisens. Res.

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Auditory speech can be difficult to understand but seeing the articulatory movements of a speaker can drastically improve spoken-word recognition and, on the longer-term, it helps listeners to adapt to acoustically distorted speech. Given that individuals with developmental dyslexia (DD) have sometimes been reported to rely less on lip-read speech than typical readers, we examined lip-read-driven adaptation to distorted speech in a group of adults with DD () and a comparison group of typical readers (). Participants were presented with acoustically distorted Dutch words (six-channel noise-vocoded speech, NVS) in audiovisual training blocks (where the speaker could be seen) interspersed with audio-only test blocks. Results showed that words were more accurately recognized if the speaker could be seen (a lip-read advantage), and that performance steadily improved across subsequent auditory-only test blocks (adaptation). There were no group differences, suggesting that perceptual adaptation to disrupted spoken words is comparable for dyslexic and typical readers. These data open up a research avenue to investigate the degree to which lip-read-driven speech adaptation generalizes across different types of auditory degradation, and across dyslexic readers with decoding versus comprehension difficulties.

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“…The framework suggested from their results, presents two distinct systems one for non-linguistic and another for linguistic semantic information, with the first possibly accessing modality-specific semantic representations while the second accessing amodal or multisensory semantic representations. Other attempts were limited to individuals with reading and language impairments aiming to identify association of the differences in audiovisual integration with neurodiversity, without however being able to identify the nature of these differences [12]. Thus, understanding the impact of complex language processing through audio in crossmodal integration is something currently pending.…”

Section: Introductionmentioning

confidence: 99%

Semantic content affects crossmodal integration in audiovisual movieclips

Kesoglou,

Mikellidou

2024

Preprint

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Semantic content affects crossmodal perceptual integration. To date, research focusing on this effect has not investigated in depth real-world aspects, such as language. The present study is the first to investigate how parts of speech affect crossmodal integration using audiovisual movieclips, comprising actions and auditory three-word sentences. We introduce for the first time target nouns (Experiment 1) and target verbs (Experiment 2), as well as target-absent trials where a target-related verb or noun is always presented through one sense (incongruent movieclips), or both senses (congruent movieclips). Performance was superior in incongruent target-related movieclips, and significantly deteriorated in congruent target-related movieclips. Analysis of the grammatical category of target-related information led to different results between the two experiments, showing that different parts of speech can influence crossmodal integration differently. We demonstrate the significant role of semantic complexity, and the valence of cognitive schemata linked with verbs on crossmodal perceptual confusion.

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Audiovisual multisensory integration in individuals with reading and language impairments: A systematic review and meta-analysis

Cited by 5 publications

References 87 publications

The impact of premature birth on auditory-visual processes in very preterm schoolchildren

The impact of premature birth on auditory-visual processes in very preterm schoolchildren

Perceptual Adaptation to Noise-Vocoded Speech by Lip-Read Information: No Difference between Dyslexic and Typical Readers

Semantic content affects crossmodal integration in audiovisual movieclips

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