BACKGROUND: Auditory temporal processing and reading. AIM: To analyse the potential correlations between reading acquisition, phonological awareness, and auditory temporal processing in Brazilian children with dyslexia. METHOD: This study evaluated sixty children, nine to twelve years of age, divided into two groups: a control group of twenty seven children without dyslexia and a study group of thirty three children with dyslexia. The children in both groups were submitted to tests designed to assess reading skills, phonological awareness, and auditory temporal processing. RESULTS: In the results of all three tests, significant differences were found between the dyslexic children and those in the control group, with poorer results for the dyslexic group. However, for both groups, correlations were found only between the performance on the reading test and the performance on the phonological awareness test. CONCLUSION: Dyslexic children demonstrated poorer results in all tests when compared to their controls. However, there was no definitive evidence that their poor performance on the auditory temporal processing tests was directly related to their phonological awareness skills, or even to their reading skills.
BACKGROUND: Auditory temporal processing and reading. AIM: To analyse the potential correlations between reading acquisition, phonological awareness, and auditory temporal processing in Brazilian children with dyslexia. METHOD: This study evaluated sixty children, nine to twelve years of age, divided into two groups: a control group of twenty seven children without dyslexia and a study group of thirty three children with dyslexia. The children in both groups were submitted to tests designed to assess reading skills, phonological awareness, and auditory temporal processing. RESULTS: In the results of all three tests, significant differences were found between the dyslexic children and those in the control group, with poorer results for the dyslexic group. However, for both groups, correlations were found only between the performance on the reading test and the performance on the phonological awareness test. CONCLUSION: Dyslexic children demonstrated poorer results in all tests when compared to their controls. However, there was no definitive evidence that their poor performance on the auditory temporal processing tests was directly related to their phonological awareness skills, or even to their reading skills.
Authors: Richard E Frye; Jacqueline Liederman; Benjamin Malmberg; John McLean; David Strickland; Michael S Beauchamp Journal: Cereb Cortex Date: 2010-02-12 Impact factor: 5.357