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Age-Related Improvements in Auditory Temporal Resolution in Reading-Impaired Children

Age-Related Improvements in Auditory Temporal Resolution in Reading-Impaired Children

Social Psychology (10th Edition)
Social Psychology (10th Edition)
10th Edition
ISBN:9780134641287
Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers
Publisher:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers
Chapter1: Introducing Social Psychology
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**Title:** Age-Related Improvements in Auditory Temporal Resolution in Reading-Impaired Children **Authors:** Michael J. Hautus, Gregory J. Setchell, Karen E. Waldie, Ian J. Kirk **Affiliation:** Department of Psychology and Research Centre for Cognitive Neuroscience, University of Auckland, Private Bag 92019, Auckland, New Zealand **Abstract:** Research indicates that individuals with developmental dyslexia face challenges in processing tasks requiring precise temporal sequencing of sensory events. This study demonstrates significant auditory temporal acuity deficits in dyslexic children aged 6-9 during a gap-detection task when compared to controls of the same age group. Meanwhile, similar deficits were not observed in older children (ages 10-13) or adults (ages 23-25). This suggests that auditory temporal resolution difficulties may improve over time for individuals with reading impairments. The study implies that early temporal deficits might lead to further phonological problems that persist beyond initial dyslexia-related challenges. These findings highlight the importance of early diagnosis and intervention to address temporal resolution deficits effectively. © 2003 John Wiley & Sons, Ltd. **Keywords:** dyslexia; auditory temporal; early intervention **Introduction:** Approximately 5% of children experience developmental dyslexia, which makes learning to read particularly difficult (Snowling, 1998). Dyslexia, like other language impairments, results from cognitive processing issues related to language (Catts, 1989; Vellutino, 1979). Dyslexic individuals often struggle with the recall or representation of phonological sounds, affecting grapheme to phoneme conversion and other verbal skills development.
Transcribed Image Text:**Title:** Age-Related Improvements in Auditory Temporal Resolution in Reading-Impaired Children **Authors:** Michael J. Hautus, Gregory J. Setchell, Karen E. Waldie, Ian J. Kirk **Affiliation:** Department of Psychology and Research Centre for Cognitive Neuroscience, University of Auckland, Private Bag 92019, Auckland, New Zealand **Abstract:** Research indicates that individuals with developmental dyslexia face challenges in processing tasks requiring precise temporal sequencing of sensory events. This study demonstrates significant auditory temporal acuity deficits in dyslexic children aged 6-9 during a gap-detection task when compared to controls of the same age group. Meanwhile, similar deficits were not observed in older children (ages 10-13) or adults (ages 23-25). This suggests that auditory temporal resolution difficulties may improve over time for individuals with reading impairments. The study implies that early temporal deficits might lead to further phonological problems that persist beyond initial dyslexia-related challenges. These findings highlight the importance of early diagnosis and intervention to address temporal resolution deficits effectively. © 2003 John Wiley & Sons, Ltd. **Keywords:** dyslexia; auditory temporal; early intervention **Introduction:** Approximately 5% of children experience developmental dyslexia, which makes learning to read particularly difficult (Snowling, 1998). Dyslexia, like other language impairments, results from cognitive processing issues related to language (Catts, 1989; Vellutino, 1979). Dyslexic individuals often struggle with the recall or representation of phonological sounds, affecting grapheme to phoneme conversion and other verbal skills development.
**Auditory Temporal Processing and Reading Impairments** Several researchers have explored the potential connection between language and reading impairments and temporal processing difficulties. Temporal processing may serve as a diagnostic marker for language disorders (Lovegrove et al., 1990; Stein, 1994; Tallal et al., 1996; Wright et al., 1997). Developmental impairments in reading and language are seen as linked to deficits in processing rapidly changing non-verbal stimuli. Tallal (1980) was one of the earliest researchers to highlight a correlation between performance on a tonal-order task and phonics skills (reading nonsense syllables). Her findings indicated that individuals with dyslexia struggled to perceive tones separated by intervals of less than 305 ms, hinting that some may suffer from a ‘rate processing disorder’. This disorder impairs their ability to process rapid acoustic changes. More recent studies (Williams and Lecluyse, 1990; Farmer and Klein, 1993, 1995; McAnally and Stein, 1996; McAnally, Castles and Stuart, 2000; Habib, 2000) have identified temporal processing deficits in reading-disordered individuals in both visual and auditory domains. While some advocate that phonological problems are root causes tied to deficiencies in hearing sounds (Habib, 2000). The causal relationship between auditory temporal processing and reading competency remains controversial, with inconsistent findings (Tallal and Stark, 1982; Watson, 1991; Watson and Miller, 1993). Some argue that poor auditory temporal processing is not a central mechanism in dyslexia, accounting for only 25-35% of cases (Rosen and Manganari, 2001). To better understand auditory temporal processing's role in dyslexia, studies examined its development in 24 dyslexic and 50 non-impaired readers across ages (6–7, 8–9, 10–11, 12–13 years, and adults). A gap-detection task was used to gauge temporal acuity, an essential measure (Irwin et al., 1985). All children in this study, regardless of dyslexia, had average or above average intelligence. Intelligence is important when testing hypotheses about temporal processing, as it correlates with auditory temporal processing performance (Raz et al., 1987; Watson, 1991).
Transcribed Image Text:**Auditory Temporal Processing and Reading Impairments** Several researchers have explored the potential connection between language and reading impairments and temporal processing difficulties. Temporal processing may serve as a diagnostic marker for language disorders (Lovegrove et al., 1990; Stein, 1994; Tallal et al., 1996; Wright et al., 1997). Developmental impairments in reading and language are seen as linked to deficits in processing rapidly changing non-verbal stimuli. Tallal (1980) was one of the earliest researchers to highlight a correlation between performance on a tonal-order task and phonics skills (reading nonsense syllables). Her findings indicated that individuals with dyslexia struggled to perceive tones separated by intervals of less than 305 ms, hinting that some may suffer from a ‘rate processing disorder’. This disorder impairs their ability to process rapid acoustic changes. More recent studies (Williams and Lecluyse, 1990; Farmer and Klein, 1993, 1995; McAnally and Stein, 1996; McAnally, Castles and Stuart, 2000; Habib, 2000) have identified temporal processing deficits in reading-disordered individuals in both visual and auditory domains. While some advocate that phonological problems are root causes tied to deficiencies in hearing sounds (Habib, 2000). The causal relationship between auditory temporal processing and reading competency remains controversial, with inconsistent findings (Tallal and Stark, 1982; Watson, 1991; Watson and Miller, 1993). Some argue that poor auditory temporal processing is not a central mechanism in dyslexia, accounting for only 25-35% of cases (Rosen and Manganari, 2001). To better understand auditory temporal processing's role in dyslexia, studies examined its development in 24 dyslexic and 50 non-impaired readers across ages (6–7, 8–9, 10–11, 12–13 years, and adults). A gap-detection task was used to gauge temporal acuity, an essential measure (Irwin et al., 1985). All children in this study, regardless of dyslexia, had average or above average intelligence. Intelligence is important when testing hypotheses about temporal processing, as it correlates with auditory temporal processing performance (Raz et al., 1987; Watson, 1991).
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