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Related Experiment Video

Updated: Feb 22, 2026

Assessing Dyslexia at Six Year of Age
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Do prereaders' auditory processing and speech perception predict later literacy?

Sophie Vanvooren1, Hanne Poelmans1, Astrid De Vos1

  • 1Department of Neurosciences, ExpORL, University of Leuven, 3000 Leuven, Belgium; Parenting and Special Education Research Unit, University of Leuven, 3000 Leuven, Belgium.

Research in Developmental Disabilities
|September 23, 2017
PubMed
Summary
This summary is machine-generated.

Early auditory processing, particularly of the speech amplitude envelope, predicts later reading skills in children. This research clarifies the link between auditory perception and the development of phonology and literacy.

Keywords:
Auditory processingDyslexiaPrereadersSpeech perception

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Sciences

Background:

  • Developmental dyslexia is often associated with auditory processing and speech perception deficits, but the exact nature and causality remain debated.
  • Understanding these early auditory skills is crucial for identifying potential precursors to reading difficulties.

Purpose of the Study:

  • To investigate the longitudinal relationship between prereading auditory processing, speech perception, phonology, and reading acquisition in children at high and low risk for dyslexia.
  • To identify specific auditory cues and speech perception abilities that predict later literacy development.

Main Methods:

  • A longitudinal study followed 87 five-year-olds (high and low family risk for dyslexia) before and during reading acquisition.
  • Assessed auditory processing of various cues, speech perception (including speech-in-noise), phonology, and reading performance.
  • Analyzed the relationship between early skills and later reading outcomes.

Main Results:

  • No significant effect of family risk for dyslexia on prereading auditory processing or speech perception was found.
  • Early performance on auditory processing and speech perception skills correlated with later phonology and literacy.
  • Auditory processing of the temporal speech amplitude envelope, and speech-in-noise perception, were particularly linked to phonological precursors and reading development.

Conclusions:

  • Prereading auditory processing, especially of the speech amplitude envelope, and speech-in-noise perception, are important predictors of phonological awareness and reading ability.
  • These findings support a behavioral link between early auditory processing, speech perception, and the development of reading skills, independent of family risk status.