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1.
Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological
awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise
time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness.
Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological
awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing
of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling.
The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity
to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic
sensitivity made largely independent contributions to reading. 相似文献
2.
Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children. 相似文献
3.
Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献
4.
5.
Paz Suárez-Coalla Nerea Villanueva Soledad González-Pumariega María González-Nosti 《Infancia y Aprendizaje》2016,39(2):275-311
In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations. 相似文献
6.
Hsiao-Lan Sharon Wang Martina Huss Jarmo A. H?m?l?inen Usha Goswami 《Reading and writing》2012,25(2):509-536
The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. 相似文献
7.
《教育心理学家》2013,48(3):109-121
Relations between phonological processing and speech perception skills in reading-disabled children and adults are considered. Following Wagner and Torgesen (1987), phonological processing is comprised of at least three distinct though interrelated abilities--phonemic awareness, phonological recoding in lexical access, and short-term verbal memory skills. Speech perception skills may also represent two domains, speech perception and short-term memory. Studies of speech perception and word reading are critiqued. The interactions of speech perception, phonological processing skills, and word-reading abilities with development are considered in a preliminary model of reading. Although studies of phonological processing and speech perception in poor readers have thus far developed separately, experimenters in these isolated domains could benefit from the research findings in each and the unique paradigms each uses to investigate deficits in poor readers. 相似文献
8.
《Scientific Studies of Reading》2013,17(2):101-132
Adults and children with reading impairment (N = 67) were administered a rapid auditory task, a rapid visual task, and a battery of orthographic and phonological tasks. Our results support a differential development model of reading disability that argues that deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may result from a reading delay condition that can be overcome with increased reading exposure (Harm & Seidenberg, 1999). 相似文献
9.
Poor readers are known to do consistently worsethan their normal reading peers on tasks ofphonological processing. They are characterizedby their difficulties in printed wordrecognition, phonological awareness andphonological decoding. An increasing body ofevidence points to deficits in speechperception as a source of subtle but ramifyingeffects in reading impaired children andadults. These deficits may be traced to poorlycoded phonological representations. Thisarticle will attempt to explain poor readers'difficulties in phonological coding by drawingon a gestural account speech development.Implications of this approach for readingintervention will be presented. 相似文献
10.
Both sensitivity to speech rhythm and non‐speech rhythm have been associated with successful phonological awareness and reading development in separate studies. However, the extent to which speech rhythm, non‐speech rhythm and literacy skills are interrelated has not been examined. As a result, five‐ to seven‐year‐old English‐speaking children were assessed on measures of speech rhythm sensitivity, non‐speech rhythm sensitivity (both receptive and productive), reading attainment and phonological awareness. Hierarchical regression analyses revealed that productive non‐speech rhythm was unable to predict variance in reading attainment independently of phonological awareness and speech rhythm sensitivity. Receptive sensitivity to speech rhythm and non‐speech rhythm were both able to predict a significant amount of unique variance in reading attainment after controlling for age, vocabulary, phonological awareness, short‐term memory and each other. The findings suggest that receptive sensitivity to speech rhythm and non‐speech rhythm, while related to each other, also make contributions to reading attainment that are independent of each other. These findings provide only partial consistency with the general auditory processing deficit theory of reading difficulties, but are in line with the emerging theoretical claim that sensitivity to speech prosody may be implicated in successful literacy development. 相似文献
11.
Across languages, children with developmental dyslexia are known to have impaired lexical phonological representations. Here,
we explore associations between learning new phonological representations, phonological awareness, and sensitivity to amplitude
envelope onsets (rise time). We show that individual differences in learning novel phonological representations are related
to individual differences in both rise time categorization and rise time discrimination when non-verbal IQ and short-term
memory skills are controlled. This is consistent with the developmental claim that difficulties in the basic auditory processing
of rise time cause difficulties in setting up the phonological lexicon from infancy, leading to impairments in phonological
awareness. 相似文献
12.
Much attention has been paid to the delay in writing acquisition caused by irregularities of Russian orthography, but little is known about their effect on reading acquisition. Results of the present longitudinal reading acquisition study of Russian first graders suggest that phonological recoding is the dominant strategy in the initial phase of reading development in Russian, while there is evidence of gradual shift towards orthographic processing in reading high‐frequency regular words. The study confirms that Russian readers encounter difficulties in reading orthographically complex words, where phonological recoding does not completely succeed. These findings are compared with results of reading acquisition studies in other orthographies, and their relevance for models of reading acquisition in different types of orthographies is discussed. 相似文献
13.
《Scientific Studies of Reading》2013,17(4):321-340
This study examined whether the characteristic reading speed impairment of German dyslexic children results from a general skill-automatization deficit sensu Nicolson and Fawcett (1990) or from more specific deficits in visual naming speed and phonological skills. The hypothesized skill-automatization deficit was assessed by balancing, peg moving, and visual search. Rapid "automatized" naming tasks served as measures of impaired visual naming speed, and the phonological deficit was assessed by speech perception, phonological sensitivity, and phonological memory tasks. Dyslexic German children and age-matched control children (all boys) were tested at the end of Grade 2 and as participants of a longitudinal study also at the beginning of Grade 1. No evidence for a skill-automatization deficit was found, as the dyslexic children did not differ at all on the balancing tasks and little on the other nonverbal skill tasks. However, the dyslexic children showed impaired visual naming speed and impaired phonological memory performance that were observed not only in Grade 2 but also before learning to read. Overall, the findings support the conclusion that, even in regular orthographies, difficulties in learning to read are due to a phonological deficit and not to a general skill-automatization deficit. 相似文献
14.
In this paper, I present a theoretical overview at the cognitive level of the role of phonological awareness in reading development
and developmental dyslexia across languages. My assumption is that the primary deficit in developmental dyslexia in all languages
lies in representing speech sounds: a deficit in “phonological representation.” I will argue that this deficit manifests in
somewhat different ways, depending on orthography. I will also argue that the phonological deficit in dyslexia is initially
at the syllable and onset-rime levels of phonological awareness, with the development of “phonemic” awareness being a consequence
rather than a precursor of reading. Finally, I will suggest that some of the processes underpinning language acquisition are
disrupted in dyslexia, in particular, the detection of rhythm in speech. 相似文献
15.
《Australian Journal of Learning Difficulties》2013,18(2):111-125
Although children with speech impairment are at increased risk for impaired literacy, many learn to read and spell without difficulty. Around half the children with speech impairment have delayed acquisition, making errors typical of a normally developing younger child (e.g. reducing consonant clusters so that spoon is pronounced as ‘poon’). A smaller group make disordered speech errors that are atypical of normal development (e.g. marking all consonant clusters with /f/ so bread is pronounced as ‘fed’). Profiles of surface speech errors may provide a way of identifying underlying deficits that account for differences in literacy development. This paper investigates the relationship between type of speech impairment, phonological awareness and literacy acquisition. Thirteen children, aged 5;2–7;9, with either delayed or disordered speech and six typically developing controls were compared on tasks measuring onset-rime awareness, letter knowledge, phonological rule knowledge, real and non-word reading. Children with delayed speech development performed like typically developing controls on all phonological awareness and reading measures. Children with speech disorder, who consistently made errors atypical of normal development, had difficulties on all phonological awareness tasks with the exception of syllable awareness. They showed no measurable emergent reading ability. The results suggest the need to differentiate between speech delay and disorder when planning intervention, particularly for literacy skills. 相似文献
16.
Individuals with severe congenital speech impairments frequently experience significant difficulties acquiring even basic literacy skills. It is likely that many factors, both intrinsic and extrinsic to the individuals, co-occur to influence success in literacy acquisition. This paper focuses on the extent to which a severe congenital speech impairment may affect the acquisition of phonological processing skills traditionally considered to be implicated in literacy success. Results on a lexical decision task are presented and discussed in terms of their implications for our understanding of the relationship between severe speech impairments, phonological working memory, and specification of phonological representations. 相似文献
17.
Elisabeth S. Pasquini Kathleen H. Corriveau Usha Goswami 《Scientific Studies of Reading》2013,17(3):259-286
Studies of basic (nonspeech) auditory processing in adults thought to have developmental dyslexia have yielded a variety of data. Yet there has been little consensus regarding the explanatory value of auditory processing in accounting for reading difficulties. Recently, however, a number of studies of basic auditory processing in children with developmental dyslexia have suggested that a reduced ability to discriminate the rate of change in amplitude envelope onsets (rise time) may be linked to phonological processing difficulties and thereby to reading difficulties. Here, we select a range of different rise-time tasks used with children, and give them to adults with developmental dyslexia, along with 2 other auditory tasks (intensity discrimination and temporal order judgment). Deficits in both rise-time perception and temporal order judgment were found to predict literacy attainment in adults with developmental dyslexia, but the data were suggestive of different causal pathways. 相似文献
18.
The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies. 相似文献
19.
This paper explores the relationship between speech and spelling in a single-case study of developmental dyslexia. JM, a developmental dyslexic with a well-documented history of speech, reading and spelling difficulties, was examined when he was 13–14 years old. He still had subtle articulation difficulties causing some disfluency and his use of phonetic voicing was atypical. We argue that these difficulties were recapitulated in his spelling where he was more sensitive to the prosodic aspects of words than normal spellers, exhibiting a strong tendency to spell accurately words which are stressed on the first, rather than the second syllable. He also had more difficulty with phonetic voicing and spelling errors reflected this uncertainty. Thus, when word-specific (orthographic) spelling information is unavailable, JM, like all spellers, must make use of phonological spelling strategies. In his case, these are compromised because of underlying phonological speech problems. It is argued that, while young children make use of a phonological frame on which to organize orthographic information, dyslexics, like JM, who have inadequate phonological representations, are unable to do so. This has a detrimental effect on their acquisition of spelling. 相似文献
20.
Karin Landerl H. Harald Freudenthaler Moritz Heene Peter F. De Jong Alain Desrochers George Manolitsis 《Scientific Studies of Reading》2013,17(3):220-234
ABSTRACTAlthough phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA–reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity. 相似文献