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Speech perception and memory coding in relation to reading ability.

S Brady, D Shankweiler, V Mann

    Journal of Experimental Child Psychology
    |April 1, 1983
    PubMed
    Summary
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    Poor readers exhibit short-term memory deficits, potentially stemming from specific speech perception difficulties. This impacts their ability to process and recall auditory information, particularly in noisy environments.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Neuroscience

    Background:

    • Children with reading difficulties often show short-term memory deficits.
    • These deficits are particularly noticeable with phonetically coded information.
    • The origin of these memory issues, whether perceptual or mnemonic, requires further investigation.

    Purpose of the Study:

    • To investigate if poor readers' short-term memory deficits originate from perceptual encoding difficulties.
    • To examine the specific nature of auditory perception in children with reading impairments.
    • To differentiate between general perceptual and speech-specific processing challenges.

    Main Methods:

    • Three experiments were conducted with third-grade good and poor readers.

    Related Experiment Videos

  • Experiment 1 assessed recall of random word strings, varying phonetic characteristics.
  • Experiments 2 and 3 evaluated auditory perception of speech and environmental sounds under varying signal-to-noise ratios.

    • Main Results:

    • Poor readers recalled word strings less effectively and showed issues with memory for order.
    • Poor readers made significantly more errors in perceiving speech in noisy conditions.
    • No differences were observed in speech perception without noise or in environmental sound perception.

    Conclusions:

    • Poor readers possess a perceptual deficit specifically related to processing speech.
    • Short-term memory deficits in poor readers may arise from material-specific perceptual processing problems.
    • These findings highlight the crucial role of auditory-perceptual skills in reading development.