Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

"You're the child I never wanted": an interpretative phenomenological analysis about the invisible struggle of families in crisis raising a child with persistent and severe regulatory problems.

BMC psychology·2026
Same author

Assessing peripheral oxytocin and cortisol levels and epigenetic variations of oxytocin receptor and glucocorticoid receptor genes in school-aged preterm-born children.

Progress in neurobiology·2026
Same author

Theoretical and Experimental Characterization of Cochlear-Implant Stimulation Artifacts in EEG Recordings.

IEEE transactions on neural systems and rehabilitation engineering : a publication of the IEEE Engineering in Medicine and Biology Society·2026
Same author

Subclinical but significant: A multi-informant comparative study on early socio-emotional difficulties in preterm preschoolers.

Child and adolescent psychiatry and mental health·2026
Same author

The role of the oxytocinergic system in oral microbiome composition in children with autism: evidence from a randomized controlled trial of intranasal oxytocin.

Translational psychiatry·2026
Same author

Triggered minds: key considerations for symptom provocation research in anxiety-related disorders.

Trends in neurosciences·2026
Same journal

Differential effects of physical activity interventions on gross and fine motor difficulties in children with autism spectrum disorder: Insights from a multilevel meta-analysis with moderator analyses.

Research in developmental disabilities·2026
Same journal

Does parenting stress affect marital quality among parents of children with disabilities? Evidence from a meta-analysis.

Research in developmental disabilities·2026
Same journal

"Others Decide for Us": Recommendations became restrictions in services for people with intellectual disability in Sweden.

Research in developmental disabilities·2026
Same journal

The effectiveness of a video-modeling-based treatment package for incontinence in children with and without developmental disabilities.

Research in developmental disabilities·2026
Same journal

"The absolute dearth of resources": Challenges and unmet support needs for emerging adult siblings of individuals with neurodevelopmental conditions in regional and remote Australia.

Research in developmental disabilities·2026
Same journal

"Make it a childhood memory and not a therapeutic memory": Young people's experience of early childhood intervention in Australia.

Research in developmental disabilities·2026
See all related articles

Related Experiment Video

Updated: Jun 5, 2026

Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

Preschool impairments in auditory processing and speech perception uniquely predict future reading problems.

Bart Boets1, Maaike Vandermosten, Hanne Poelmans

  • 1Parenting and Special Education Research Group, ExpORL, Department of Neurosciences, University of Leuven (K.U. Leuven), Herestraat 49-Box 721, 3000 Leuven, Belgium. bart.boets@ped.kuleuven.be

Research in Developmental Disabilities
|January 18, 2011
PubMed
Summary
This summary is machine-generated.

Early auditory processing and speech perception deficits predict later reading difficulties in children with developmental dyslexia. These auditory impairments contribute to reading growth, even when controlling for phonological awareness.

More Related Videos

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Related Experiment Videos

Last Updated: Jun 5, 2026

Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Science

Background:

  • Developmental dyslexia involves persistent reading and spelling difficulties.
  • Poor phonological representations are a known cause, but the role of basic auditory processing is debated.
  • Longitudinal studies are crucial to understand the causal links between auditory skills and reading development.

Purpose of the Study:

  • To investigate if early auditory processing and speech perception predict later reading outcomes in children diagnosed with dyslexia.
  • To determine if these perceptual abilities contribute to reading growth independently of phonological awareness and letter knowledge.

Main Methods:

  • A longitudinal study tracking preschool children before reading instruction.
  • Assessment of auditory frequency modulation (FM) detection, speech perception in noise, and phonological awareness in kindergarten and first grade.
  • Diagnosis of dyslexia in third grade and correlation of early measures with reading development.

Main Results:

  • Children diagnosed with dyslexia in third grade showed impairments in FM detection, speech perception, and phonological awareness in kindergarten and first grade.
  • Kindergarten FM sensitivity and speech-in-noise perception uniquely predicted reading ability growth.
  • These auditory and speech perception skills were not merely consequences of reading failure.

Conclusions:

  • Impairments in auditory processing and speech perception are significant early indicators and contributors to dyslexia.
  • Findings support the auditory deficit theory of dyslexia, suggesting a reciprocal relationship between auditory skills, speech perception, phonological awareness, and reading development.