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The relationship between auditory temporal processing, phonemic awareness, and reading disability.

Lesley Bretherton1, V M Holmes

  • 1Department of Psychology, Royal Children's Hospital and University of Melbourne, Parkville, Vic. 3052, Australia. lesley.bretherton@rch.org.au

Journal of Experimental Child Psychology
|April 23, 2003
PubMed
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This study found that auditory temporal processing deficits do not underlie reading difficulties in children. Deficient performance on a nonverbal auditory task did not correlate with phonological awareness or reading challenges.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Sciences

Background:

  • Auditory temporal processing deficits have been hypothesized as a factor in poor phonemic awareness.
  • Previous research suggested a link between auditory temporal deficits and reading disabilities.

Purpose of the Study:

  • To investigate the relationship between auditory temporal processing of nonspeech sounds and phonological awareness in children with reading disabilities.
  • To examine if a deficit in auditory temporal order judgment is associated with reading difficulties.

Main Methods:

  • Utilized Tallal's tone-order judgment task to assess auditory temporal processing in children aged 8-12.
  • Compared children with developmental reading disability, subdivided by tone-order task performance, on speech sound processing, visual symbol processing, phonological awareness, and reading ability.

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Main Results:

  • A deficit in the tone-order judgment task did not correlate with performance in processing speech sounds.
  • No significant relationship was found between tone-order task performance and phonological awareness or reading severity.
  • The study did not find evidence supporting a general auditory temporal processing difficulty as an underlying cause of poor reading.

Conclusions:

  • Deficient auditory temporal order judgment on a nonverbal task does not appear to underlie phonological awareness or reading difficulties in children.
  • The findings challenge the hypothesis that auditory temporal deficits are a primary cause of reading disabilities.