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Related Experiment Video

Updated: Apr 28, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Age, dyslexia subtype and comorbidity modulate rapid auditory processing in developmental dyslexia.

Maria Luisa Lorusso¹, Chiara Cantiani¹, Massimo Molteni¹

¹Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS "E. Medea" Bosisio Parini, Italy.

Frontiers in Human Neuroscience

|June 7, 2014

Summary

This study found that children with dyslexia have general rapid auditory processing (RAP) deficits. Subgroup characteristics, like language delay and dyslexia type, significantly impact RAP performance and reading abilities.

Keywords:

developmental dyslexia dyslexia subtypes language impairment rapid auditory processing subgroups

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Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Area of Science:

Neuroscience
Developmental Psychology
Speech and Hearing Science

Background:

The heterogeneity of dyslexia and its impact on rapid auditory processing (RAP) deficits are debated.
Previous research has yielded contrasting results regarding specific stimuli and subgroups affected by RAP deficits.

Purpose of the Study:

To investigate the influence of age, dyslexia subtype, and comorbidity on non-verbal tone sequence discrimination and reproduction in children.
To clarify the relationship between RAP, phonemic skills, and reading abilities in different dyslexic subgroups.

Main Methods:

Participants included 46 children (8-14 years old), with 26 diagnosed with dyslexia, categorized by age, language delay history, and dyslexia type.
Experimental tasks involved a Temporal Order Judgment (TOJ) task with varying tone lengths, inter-stimulus intervals (ISI), and sequence lengths, and a Pattern Discrimination Task.

Main Results:

Dyslexic children exhibited general RAP deficits, with performance more affected by increased sequence length (2 to 5 sounds).
Older dyslexic children's difficulties with longer sequences mirrored younger controls; subgroup analysis highlighted processing of short vs. long sounds as crucial.
Dyslexic children with prior language delay scored lowest, particularly with shorter stimuli. Surface dyslexics improved with longer tones, unlike phonological dyslexics. RAP measures predicted reading abilities and phonemic awareness.

Conclusions:

The relationship between non-verbal RAP, phonemic skills, and reading is complex and influenced by individual subgroup characteristics in dyslexia.
Specific RAP processing patterns (short vs. long tones, ISIs) correlate with distinct reading and phonemic awareness skills.