Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling

Thomson, Jennifer M.; Goswami, Usha

doi:10.1016/j.jphysparis.2008.03.007

Cited by 223 publications

(294 citation statements)

References 24 publications

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“…A chief component of JROTC training was synchronized marching, during which students used perceptual cues to synchronize with the other students. Perceptual-motor synchronization ability has been linked to phonological skills (85)(86)(87), suggesting that synchronization and the knowledge of speech sounds rely on shared neural resources. One possibility is that both phonological awareness and auditory-motor synchronization draw on the ability to precisely track sound event timing (88).…”

Section: Discussionmentioning

confidence: 99%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

125

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Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

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Section: Discussionmentioning

confidence: 99%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

125

View full text Add to dashboard Cite

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“…Finally, rhythmic synchronisation as measured by tapping in time with a metronome beat is impaired in developmental dyslexia. Children with developmental dyslexia are much more variable in tapping on the beat in comparison to non-dyslexic children (significant differences were found at temporal rates of 2.5 Hz and 2 Hz; see Thomson and Goswami 2008). These dyslexic impairments in rhythmic synchronisation are still present in adulthood, as Cambridge university undergraduates with dyslexia are also significantly poorer at synchronising to the beat (Thomson et al 2006).…”

Section: Speech Rhythm and Syllable Stress Perception In Dyslexiamentioning

confidence: 97%

Speech rhythm and temporal structure: Converging perspectives?

Goswami

Leong

2013

Laboratory Phonology

Self Cite

110

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“…Discrimination of rise, intensity and duration was designed to be close to normative behavioural thresholds in previous experiments (Richardson et al, 2004;Thomson and Goswami, 2008;Goswami et al, 2010a,b), in order to avoid supra-threshold effects on the MMN which may obscure differences between the groups. As can be seen by comparing Table 1 with Supplemental Table 1, the discriminations chosen were however sub-threshold for normative rise time discrimination for this particular group of participants at test point 1 (control threshold, 95 ms) although not at test point 2 (control threshold, 45 ms), were sub-threshold for normative intensity discrimination at test point 1 (control threshold 4 dB) but not test point 2 (control threshold 4 dB), and were sub-threshold for normative duration discrimination at both test points (control thresholds 92 ms and 87 ms respectively).…”

Section: Stimuli and Proceduresmentioning

confidence: 99%

“…Measures of rise time, intensity and duration had been used in prior behavioural studies of children with dyslexia, with consistent impairments found for rise time only (Richardson et al, 2004;Thomson and Goswami, 2008;Goswami et al, 2010b). Behavioural thresholds from these prior studies were used to inform the stimulus choices made here.…”

Section: Introductionmentioning

confidence: 99%