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Related Experiment Video

Updated: Mar 14, 2026

Evaluation of Auditory Brainstem Response in Chicken Hatchlings
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Reading ability reflects individual differences in auditory brainstem function, even into adulthood.

Erika Skoe1, Lisa Brody2, Rachel M Theodore1

  • 1Department of Speech, Language, and Hearing Sciences, University of Connecticut, 850 Bolton Road, Unit 1085, Storrs, CT 06269, United States; Connecticut Institute for the Brain and Cognitive Sciences, University of Connecticut, 337 Mansfield Road, Unit 1272, Storrs, CT 06269, United States.

Brain and Language
|October 4, 2016
PubMed
Summary
This summary is machine-generated.

Auditory brainstem responses (ABRs) indicate reading ability in adults, mirroring findings in children. Juvenile-like ABRs correlate with poorer reading skills, suggesting a persistent link between auditory processing and reading proficiency.

Keywords:
Auditory brainstem responsesIndividual differencesReading

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Sciences

Background:

  • Auditory brainstem encoding maturation correlates with reading ability in developmental populations.
  • Children with reading difficulties exhibit auditory brainstem responses (ABRs) similar to younger children.
  • Auditory brainstem response development extends into adolescence, raising questions about its link to reading ability over time.

Purpose of the Study:

  • To investigate the relationship between auditory brainstem responses and reading ability in adults.
  • To determine if the link between ABRs and reading ability persists or changes with brainstem maturation into adulthood.

Main Methods:

  • Recorded auditory brainstem responses (ABRs) in adults with varying reading levels.
  • Utilized different speech stimulation presentation rates during ABR recording.
  • Analyzed ABR Wave V latency and response morphology in relation to reading proficiency.

Main Results:

  • A significant correlation was found between reading ability and ABR Wave V latency in adults.
  • More juvenile-like ABR morphology was associated with less proficient reading ability.
  • These findings align with previous observations in children with reading impairments.

Conclusions:

  • Auditory brainstem responses serve as a reliable index of sound-based skills crucial for reading, even in adulthood.
  • The maturational state of auditory processing, as reflected by ABRs, remains linked to reading ability throughout development.
  • These results underscore the importance of auditory processing in the foundation of reading skills across the lifespan.