Auditory Temporal Processing Performance of Young Adults With Reading Disorders

Walker, Marianna M.; Shinn, Jennifer B.; Cranford, Jerry L.; Givens, Gregg D.; Holbert, Donald

doi:10.1044/1092-4388(2002/048)

Cited by 47 publications

(41 citation statements)

References 38 publications

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“…First, despite a considerable number of studies reporting impaired frequency discrimination in people with dyslexia, this finding is by no means universal. Walker, Shinn, Cranford, Givens, and Holbert (2002) found that the group difference between adults with dyslexia and controls on a test of frequency discrimination at 1 kHz just failed to reach significance, owing to the high variability of scores within both the dyslexic and the control groups. Further, even studies that show a significant group effect tend to show considerable individual variation in performance, and there is often substantial overlap in scores between groups.…”

Section: Frequency Discrimination and Srd: A Causal Explanation?mentioning

confidence: 98%

Frequency Discrimination and Literacy Skills in Children With Mild to Moderate Sensorineural Hearing Loss

Halliday

Bishop

2005

J Speech Lang Hear Res

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It has been suggested that specific reading disability (SRD) may be attributable to an impaired ability to perceive spectral differences between sounds that leads to a deficit in frequency discrimination and subsequent problems with language and literacy. The objective of the present study was three-fold. We aimed to (a) determine whether children with mild to moderate sensorineural hearing loss were impaired in their ability to discriminate frequency, (b) assess the extent to which any such deficits may be due to an inability to use information derived from phase locking, and (c) examine whether frequency discrimination abilities were predictive of measures of word and nonword reading and nonword repetition. Difference limens for frequency (DLFs) were obtained for 22 children with mild to moderate hearing loss (SNH group) and 22 age-matched controls (CA group) at central frequencies of 1 kHz, where phase-locking information is available, and 6 kHz, where it is not. A battery of standardized tests of language and literacy was also administered. The SNH group exhibited significantly elevated DLFs at both 1 and 6 kHz relative to controls, despite considerable variability of thresholds in both groups. Although no group differences were found for receptive and expressive vocabulary, receptive grammar, and nonword reading, the SNH group performed worse than controls on word reading and nonword repetition, even though word reading scores were age-appropriate. Frequency discrimination abilities were associated with reading and nonword repetition across groups, but these correlations largely disappeared when the two groups were analyzed separately. Together, these results provide evidence for a dissociation between impaired frequency discrimination and relatively "spared" language and literacy in children with mild to moderate sensorineural hearing loss. These results cast doubt on the assertion that a deficit in frequency discrimination necessarily leads to marked deficits in the development of language and literacy.

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Section: Frequency Discrimination and Srd: A Causal Explanation?mentioning

confidence: 98%

Frequency Discrimination and Literacy Skills in Children With Mild to Moderate Sensorineural Hearing Loss

Halliday

Bishop

2005

J Speech Lang Hear Res

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“…Using these various techniques, studies have found evidence for poor FD in a range of participant groups, from children and adults with dyslexia (Baldeweg et al, 1999; Banai & Ahissar, 2004; Fischer & Hartnegg, 2004; McAnally & Stein, 1996; Schäffler et al, 2004; cf. Walker, Shinn, Cranford, Givens & Holbert, 2002) to remediation‐resistant reading‐impaired children (Cacace et al, 2000), and selected (Ahissar et al, 2000; De Weirdt, 1988) and unselected ‘poor readers’ (Talcott et al, 2002).…”

Section: Frequency Discrimination (Fd) Deficits In Dyslexiamentioning

confidence: 99%

Auditory frequency discrimination in children with dyslexia

Halliday

Bishop

2006

Journal Research in Reading

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A popular hypothesis holds that developmental dyslexia is caused by phonological processing problems and is therefore linked to difficulties in the analysis of spoken as well as written language. It has been suggested that these phonological deficits might be attributable to low-level problems in processing the temporal fine structure of auditory cues. Evidence for this has come from studies showing poor performance of dyslexic individuals on measures of auditory frequency discrimination (FD). We compared the FD thresholds of 28 children with dyslexia to 28 age-matched controls aged 6-13, on a task that minimised demands on short-term memory. To investigate the mechanisms involved in potential FD deficits, FD thresholds were measured at 1 kHz, where temporal cues were available, and at 6 kHz, where they were not. The dyslexic group had significantly higher FD thresholds than controls in both the 1-and 6-kHz conditions. These findings confirm that children with dyslexia often have poor FD, even when, as in this sample, they have normal language comprehension and expressive vocabulary, and when they are tested using a paradigm that minimises memory demands. However, their perceptual deficit was evident for both the 1-and 6-kHz tones, and so cannot readily be explained in terms of problems in processing temporal fine structure.

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“…In audition, reading-disabled adults and children experience difficulties discriminating the pattern of presentation of tone triads with short durations (Walker, Shinn, Cranford, Givens, & Holbert, 2002), rapidly presented speech sounds (Kraus et al, 1996), and amplitude-modulated (AM) or frequency-modulated (FM) tones (McAnally & Stein, 1996;Witton, Stein, Stoodley, Rosner, & Talcott, 2002). They also display higher fusion points to separate two auditory temporal stimuli (Hari & Kiesilä, 1996;Hautus, Setchell, Waldie, & Kirk, 2003;McCroskey & Kidder, 1980).…”

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confidence: 99%

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

Lovegrove

2007

Perception & Psychophysics

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This study examined the relative involvement of rapid auditory and visual temporal resolution mechanisms in the reading of phonologically regular pseudowords and English irregular words presented both in isolation and in contiguity as a series of six words. Seventy-nine undergraduates participated in a range of reading, visual temporal, and auditory temporal tasks. The correlation analyses suggested a general timing mechanism across modalities. There were more significant correlations between the visual temporal measures and irregular word reading and between the auditory measures and pseudoword reading. Auditory gap detection predicted pseudoword reading accuracies. The low temporal frequency flicker contrast sensitivity measure predicted the accuracies of isolated irregular words and pseudowords presented in contiguity. However, when a combined speed-accuracy score was used, visible persistence at both low and high spatial frequencies and auditory gap detection were active the in the reading of pseudowords presented in contiguity. Sensory processing skills in both visual and auditory modalities accounted for some of the variance in the reading performance of normal undergraduates, not just reading-impaired students.

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Auditory Temporal Processing Performance of Young Adults With Reading Disorders

Cited by 47 publications

References 38 publications

Frequency Discrimination and Literacy Skills in Children With Mild to Moderate Sensorineural Hearing Loss

Frequency Discrimination and Literacy Skills in Children With Mild to Moderate Sensorineural Hearing Loss

Auditory frequency discrimination in children with dyslexia

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

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