OBJECTIVE: The aim of this study was to measure and train auditory temporal processing in children with dyslexia and to examine whether there was a transfer of improved auditory temporal processing to reading and spelling skills. METHODS: Computer-based procedures to measure and train temporal processing of sound and phoneme stimuli were developed. Test-scores for a normal control group consisting of 8-year-olds were established. Second graders with dyslexia were included in the training condition and divided into three groups: a control group, a group specifically trained in sound processing, and a third group specifically trained in phoneme processing. After an initial diagnostic procedure, both training groups received specific training every day for 4 weeks. All children, regardless of the group, received the same standard reading training programme designed for children with dyslexia at school. Outcome measures were assessed immediately after training as well as 6 and 12 months later. RESULTS: Tests for temporal processing of sound and phoneme stimuli proved to be highly reliable. Children with dyslexia (N = 44) showed impaired auditory processing of sound and phoneme stimuli compared to normal controls (N = 51). There was a specific significant improvement in sound, respectively phoneme, processing for the training groups immediately after the end of training. The improvement of phoneme processing remained stable after 6 months and as a trend after 12 months. After 6 and 12 months of training, children of all three groups improved significantly in reading no matter what group. In spelling, the sound training group had a slight advantage after 6 months, which was not stable after 12 months. CONCLUSIONS: Auditory temporal processing could be trained effectively at the sound and phoneme levels. However, no significant stable transfer of these improved abilities on reading and spelling exceeding the effect of the school-based standard training was demonstrated.
RCT Entities:
OBJECTIVE: The aim of this study was to measure and train auditory temporal processing in children with dyslexia and to examine whether there was a transfer of improved auditory temporal processing to reading and spelling skills. METHODS: Computer-based procedures to measure and train temporal processing of sound and phoneme stimuli were developed. Test-scores for a normal control group consisting of 8-year-olds were established. Second graders with dyslexia were included in the training condition and divided into three groups: a control group, a group specifically trained in sound processing, and a third group specifically trained in phoneme processing. After an initial diagnostic procedure, both training groups received specific training every day for 4 weeks. All children, regardless of the group, received the same standard reading training programme designed for children with dyslexia at school. Outcome measures were assessed immediately after training as well as 6 and 12 months later. RESULTS: Tests for temporal processing of sound and phoneme stimuli proved to be highly reliable. Children with dyslexia (N = 44) showed impaired auditory processing of sound and phoneme stimuli compared to normal controls (N = 51). There was a specific significant improvement in sound, respectively phoneme, processing for the training groups immediately after the end of training. The improvement of phoneme processing remained stable after 6 months and as a trend after 12 months. After 6 and 12 months of training, children of all three groups improved significantly in reading no matter what group. In spelling, the sound training group had a slight advantage after 6 months, which was not stable after 12 months. CONCLUSIONS: Auditory temporal processing could be trained effectively at the sound and phoneme levels. However, no significant stable transfer of these improved abilities on reading and spelling exceeding the effect of the school-based standard training was demonstrated.
Authors: Joel B Talcott; Caroline Witton; Gillian S Hebb; Catherine J Stoodley; Elizabeth A Westwood; Susan J France; Peter C Hansen; John F Stein Journal: Dyslexia Date: 2002 Oct-Dec
Authors: Elise Temple; Gayle K Deutsch; Russell A Poldrack; Steven L Miller; Paula Tallal; Michael M Merzenich; John D E Gabrieli Journal: Proc Natl Acad Sci U S A Date: 2003-02-25 Impact factor: 11.205