Phonological awareness and sinusoidal amplitude modulation in phonological dislexia

Abstract

Objective Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). Methods We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Results Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Conclusion Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.

Multisensory Learning Approach: Impacts on Phonological Awareness among Young ESL Learners in a Rural Setting

“…PA is defined as a multilevel linguistic ability that is derived from a knowledge that oral language is comprised of smaller structures (syllables and phonemes), and is reflected through an explicit and conscious ability to dissect sounds into a distinctive unit and reassemble the sounds together to form a word [11,14,15,42] PA is said to develop long before children are explicitly aware of the sound system in the language they spoke through implicit judgment that allows them to acquire the mastery in speaking and listening in their mother tongue. PA has been receiving extensive attention from language teachers and therapists, but PA alone does not inspire reading success.…”