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Related Experiment Video

Updated: Jun 17, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

Speech perception among school-aged skilled and less skilled readers.

Ratree P Wayland¹, Erin Eckhouse, Linda Lombardino

¹Program in Linguistics, University of Florida, Gainesville, FL 32611-5454, USA. ratree@ufl.edu

Journal of Psycholinguistic Research

|December 25, 2009

Summary

Skilled readers show distinct speech perception abilities compared to less skilled readers. These differences, particularly in speeded naming, suggest less developed phonological skills in children with reading difficulties.

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Last Updated: Jun 17, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Published on: January 23, 2017

Area of Science:

Cognitive Psychology
Developmental Psychology
Linguistics

Background:

Reading acquisition relies on complex cognitive processes.
Deficits in phonological processing are linked to reading impairments.
Understanding the interplay between speech perception and reading is crucial for early intervention.

Purpose of the Study:

To investigate the relationship between speech perception, phonological processing, and reading skills in school-aged children.
To compare these relationships between skilled and less skilled readers.
To identify specific auditory-based factors contributing to reading proficiency.

Main Methods:

Administered three speech perception tasks (speech continua categorization).
Assessed phonological processing skills: phonological awareness, speeded naming, and verbal short-term memory.
Classified children into 'skilled' and 'less skilled' reading groups based on word reading, non-word decoding, and passage comprehension.

Main Results:

Skilled readers exhibited different speech categorization patterns than less skilled readers.
Speech perception skills correlated with reading and phonological processing in both groups.
A strong association between speeded naming and reading skills was observed in skilled readers but not in less skilled readers.

Conclusions:

Speech perception differences contribute to variations in reading abilities.
Less developed phonological representations and/or activation may underlie reading difficulties in less skilled readers.
Targeting speech perception and phonological skills could enhance reading development.