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Auditory temporal processing in disabled readers with and without oral language delay.

S M Heath1, J H Hogben, C D Clark

  • 1Department of Psychology, The University of Western Australia, Nedlands, Australia. steve@psy.uwa.edu.au

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|June 5, 1999
PubMed
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Auditory temporal processing deficits are linked to oral language delays in some reading disabled children. However, these temporal deficits do not solely explain reading or language impairments in all disabled readers.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Language Pathology

Background:

  • Inferior auditory temporal processing is hypothesized to cause phonological deficits in reading disabled children with oral language delay (LDRDs).
  • This deficit is thought to be absent in specifically disabled readers with normal oral language (SRDs).

Purpose of the Study:

  • To compare auditory temporal processing and phonological decoding skills in SRDs, LDRDs, and normal readers.
  • To investigate the relationship between auditory temporal processing and oral language abilities in different subgroups of reading disabilities.

Main Methods:

  • The study included 7-10-year-old children categorized as SRDs, LDRDs, and normal readers.
  • Participants were assessed on measures of auditory temporal processing (temporal order judgement) and phonological decoding (nonword reading).

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Main Results:

  • LDRDs showed significant deficits in temporal order judgement compared to normal readers; SRDs did not differ significantly from normal readers.
  • LDRDs performed worst on nonword reading, while SRDs also exhibited significant deficits compared to normal readers.
  • Large variability in auditory temporal processing suggests this relationship is not universal among all disabled readers with oral language weakness.

Conclusions:

  • Auditory temporal processing and oral language skills are related, but not in all disabled readers.
  • Deficits in temporal processing do not represent the sole cause of phonological and language impairments in disabled readers.
  • Reading disabilities likely stem from a complex interplay of factors beyond auditory temporal processing.