Nonlinguistic perceptual deficits associated with reading and language disorders

Wright, Beverly A.; Bowen, Richard W.; Zecker, Steven G.

doi:10.1016/s0959-4388(00)00119-7

Cited by 126 publications

(78 citation statements)

References 53 publications

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“…Furthermore, those with poor linguistic abilities perform less well on tests of acoustic frequency and temporal resolution (9,10). These findings are with stimuli requiring a high degree of processing (11), however, simple detectability may contribute to the effects shown.…”

Section: Identification Of Signals In Noisementioning

confidence: 96%

Variation in the Normal Hearing Threshold Predicts Childhood IQ, Linguistic, and Behavioral Outcomes

Welch

Dawes

2007

Pediatr Res

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Childhood hearing level varies considerably within the range considered normal. Four classes of outcome were investigated for associations with hearing thresholds in this range: ability to identify speech in noise, neurocognitive ability, linguistic ability, and behavior. The research was conducted in a general population cohort of 711 children with mean hearing threshold of 15 dB HL or better. Some outcomes: speech in noise, intelligence, and certain linguistic abilities, were predicted in both boys and girls; effects were stronger in girls. In girls only, poorer hearing predicted worse behavior. These effects remained after statistical control for childhood socioeconomic status and otitis media. Variability in normal hearing, due to causes other than otitis media, is associated with the listening, language, and neurocognitive abilities of children, and the behavior of girls. We suggest that these effects may be present for three reasons, cochlear insults, neurodevelopmental factors, and psychological factors. We discuss how these may interact to produce the effects observed. T he conventional cut-off for normal-range hearing in children is 15 dB HL (1); which includes 97% (711/734) of the general population sample assessed here. This includes a wide range of actual hearing abilities, and how it relates to psychosocial consequences in humans is unclear (2). Hitherto, research has concentrated on effects in people with relatively large hearing losses, with little attention paid to the effects of variability within the normal range. We investigated four areas for which we hypothesized effects of hearing level in normally hearing children. Identification of signals in noise.A relation between puretone detection and identification of signals in noise has been demonstrated in minimally hearing-impaired children (3). Variation in normal hearing may be due to vulnerable structures involved in the cochlear active process (4). Children with poorer normal hearing may be less able to identify signals in noise due to slight deterioration in these systems.Neurocognitive ability. Assessment of hearing threshold measures performance on a psychoacoustical task in which general neurocognitive ability might play a part, so variation in threshold might be related to IQ. Furthermore, a body of research has related sensory processing, in terms of inspection time, with IQ (5-7). Thus, there may be a relation between hearing and IQ.Linguistic ability. Children with minimal hearing impairment perform less well on tests of educational performance, particularly in areas related to language (8). Furthermore, those with poor linguistic abilities perform less well on tests of acoustic frequency and temporal resolution (9,10). These findings are with stimuli requiring a high degree of processing (11), however, simple detectability may contribute to the effects shown.Behavior. Little research has investigated behavioral concomitants of variation in hearing in children. In deaf people, there may be effects with depression and interp...

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Section: Identification Of Signals In Noisementioning

confidence: 96%

Variation in the Normal Hearing Threshold Predicts Childhood IQ, Linguistic, and Behavioral Outcomes

Welch

Dawes

2007

Pediatr Res

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“…This seemingly basic ability has been demonstrated to be important for language functioning. A large literature implicates basic difficulties in processing brief or rapidly occurring successive auditory cues, for both speech and non-speech stimuli, in the poor phonological skills which are observed in language-based learning disorders (LLI; for reviews see Leonard, 1998;Tallal, 2004;Tallal et al, 1998;Wright et al, 2000).…”

Section: Rapid Auditory Processingmentioning

confidence: 99%

Development of structure and function in the infant brain: Implications for cognition, language and social behaviour

Paterson

Heim

Friedman

et al. 2006

Neuroscience & Biobehavioral Reviews

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Recent advances in cognitive neuroscience have allowed us to begin investigating the development of both structure and function in the infant brain. However, despite the rapid evolution of technology, surprisingly few studies have examined the intersection between brain and behaviour over the first years of life. Even fewer have done so in the context of a particular research question. This paper aims to provide an overview of four domains that have been studied using techniques amenable to elucidating the brain/behaviour interface: language, face processing, object permanence, and joint attention, with particular emphasis on studies focusing on early development. The importance of the unique role of development and the interplay between structure and function is stressed throughout. It is hoped that this review will serve as a catalyst for further thinking about the substantial gaps in our understanding of the relationship between brain and behaviour across development. Further, our aim is to provide ideas about candidate brain areas that are likely to be implicated in particular behaviours or cognitive domains.

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“…In recent years, computer-based auditory training (CBAT) programs have been recommended for children with language, learning, and reading difficulties. 1 This recommendation is based on the assumption that some children with these difficulties may have coexisting auditory temporal processing deficits, [2][3][4] and on the premise that auditory training enables a reorganization (remapping) of the brain's neurons by capitalizing on the brain's plasticity. 5 Cortical reorganization of the auditory brain can thus be induced by auditory stimulation or exposure, and may involve the activation of inactive neuronal connections and ⁄ or the new formation of more efficient synaptic connections.…”

mentioning

confidence: 99%

Computer‐based auditory training (CBAT): benefits for children with language‐ and reading‐related learning difficulties

Loo

Bamiou

Campbell

et al. 2010

Develop Med Child Neuro

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This article reviews the evidence for computer‐based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level of evidence hierarchy proposed by the American Speech–Language Hearing Association (ASHA) in 2004. We identified 16 studies of two commercially available CBAT programs (13 studies of Fast ForWord® (FFW) and three studies of Earobics) and five further outcome studies of other non‐speech and simple speech sounds training, available for children with language, learning, and reading difficulties. The results suggest that, apart from the phonological awareness skills, the FFW and Earobics programs seem to have little effect on the language, spelling, and reading skills of children. Non‐speech and simple speech sounds training may be effective in improving children’s reading skills, but only if it is delivered by an audio‐visual method. There is some initial evidence to suggest that CBAT may be of benefit for children with APD. Further research is necessary, however, to substantiate these preliminary findings.

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Nonlinguistic perceptual deficits associated with reading and language disorders

Cited by 126 publications

References 53 publications

Variation in the Normal Hearing Threshold Predicts Childhood IQ, Linguistic, and Behavioral Outcomes

Variation in the Normal Hearing Threshold Predicts Childhood IQ, Linguistic, and Behavioral Outcomes

Development of structure and function in the infant brain: Implications for cognition, language and social behaviour

Computer‐based auditory training (CBAT): benefits for children with language‐ and reading‐related learning difficulties

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