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Published on: January 23, 2017
Auditory brainstem measures predict reading and speech-in-noise perception in school-aged children
Jane Hornickel1, Bharath Chandrasekaran, Steve Zecker
1The Roxelyn and Richard Pepper Department of Communication Sciences, Auditory Neuroscience Lab, Northwestern University, 2240 Campus Drive, Evanston, IL 60208, USA. j-hornickel@northwestern.edu
Behavioural Brain Research
|September 10, 2010
Summary
Neural markers in the auditory brainstem predict reading and speech-in-noise abilities in children. These distinct neural signatures highlight objective markers for assessing auditory processing skills.
Area of Science:
- Auditory Neuroscience
- Developmental Psychology
- Speech and Hearing Sciences
Background:
- Reading and speech-in-noise perception are crucial for communication.
- Auditory brainstem function is linked to these skills, but their interaction is unclear.
- Understanding these relationships can inform early identification and intervention.
Purpose of the Study:
- To investigate the relationship between neural indices of subcortical speech encoding and children's reading and speech-in-noise abilities.
- To determine if distinct neural signatures underlie reading and speech-in-noise perception.
- To assess the unique contribution of brainstem measures to these skills, even when controlling for cognitive factors.
Main Methods:
- Multivariate analysis, specifically structural equation modeling, was used.
- Neural measures of subcortical speech encoding (stimulus regularity utilization, consonant differentiation, neural synchrony, harmonic encoding, noise-induced delays) were assessed.
- Reading scores and speech-in-noise perception measures were collected from children.
Main Results:
- Subcortical speech encoding measures predicted 73% of the variance in reading scores.
- Different neural measures predicted 56% of the variance in speech-in-noise perception.
- Neural signatures for reading and speech-in-noise perception were substantially non-overlapping.
- Brainstem measures uniquely predicted variance in both skills, even after including phonological processing and working memory.
Conclusions:
- Distinct neural signatures exist for reading ability and speech-in-noise perception in children.
- Objective neural markers derived from auditory brainstem function show promise for assessing these critical skills.
- Subcortical auditory processing plays a robust and unique role in both reading and listening in noise.
