Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately?

Heath, S.; Hogben, John

doi:10.1017/s0816512200028029

Cited by 6 publications

(9 citation statements)

References 56 publications

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“…They were also required not to be functional readers at the commencement of the study. Because of the concerns expressed by Heath et al (1999) about the possible interaction of Performance IQ (PIQ) with ATP, PIQ was rigorously controlled by Heath and Hogben (2000), who required a minimum score of 100. However, we decided that much greater external validity could be achieved in this study by including children with a PIQ of 85 or above.…”

Section: Participantsmentioning

confidence: 99%

“…A total of 262 children from 25 schools were screened as described by Heath and Hogben (2000). 1 Of these, 30 children did not fit the guidelines and 5 children moved to schools not included in the study, leaving 227 children to be tested for PA.…”

Section: Participantsmentioning

confidence: 99%

“…We measured ATP with an adaptive version of the Tallal Repetition Test (TRT) which was piloted by Heath and Hogben (2000). This task examines ATP of rapid sequences by presenting a child with two nonverbal complex sounds of high and low pitch.…”

Section: Atpmentioning

confidence: 99%

“…We then attempted to further refine prediction after PA is taken into account. We piloted this approach in a study by Heath and Hogben (2000) and then refined our methodology in the study described here.…”

mentioning

confidence: 99%

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Cost-Effective Prediction of Reading Difficulties

Heath

Hogben

2004

J Speech Lang Hear Res

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This study addressed 2 questions: (a) Can preschoolers who will fail at reading be more efficiently identified by targeting those at highest risk for reading problems? and (b) will auditory temporal processing (ATP) improve the accuracy of identification derived from phonological processing and oral language ability? A sample of 227 preschoolers was screened for Performance IQ and was tested on phonological awareness (PA). The upper and lower quartiles of the PA distribution were selected as being at lowest and highest risk, respectively, for reading failure. Children with good and poor PA were tested on ATP, phonological short-term memory, rapid automatized naming, oral language, receptive vocabulary, and 2 measures of listening comprehension. Reading outcomes were measured at the end of Year 2. Only 1 child in the good-PA group became a poor reader by the end of Year 2, confirming that being in the top quartile for PA predicts positive reading outcomes. Discriminant analysis using the authors' test battery within the poor-PA group identified poor readers with sensitivity of.91 and specificity of.84, but ATP did not improve classification accuracy afforded by phonological and oral language. A brief screening procedure was formulated using only PA, phonological short-term memory, and demographic variables, with which 80% of children with poor PA who are at risk of reading problems can be identified. Further refinements of this screening procedure would increase accuracy of identification at the cost of only a small increment in required testing time.

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Section: Participantsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Section: Atpmentioning

confidence: 99%

mentioning

confidence: 99%

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Cost-Effective Prediction of Reading Difficulties

Heath

Hogben

2004

J Speech Lang Hear Res

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“…Some researchers however, suggest that nonlinguistic sensorimotor and temporal processing characteristics may underpin aspects of these faculties 3,4 . Research examining these processes has focused on Phonological Awareness (PA), 5 the ability to hear and manipulate the internal sound structures of words in a conscious manner. But recently attention has turned to another measure commonly associated with phonological processing, Rapid Automatized Naming (RAN).…”

Section: Introductionmentioning

confidence: 99%

Motor Timing and Precursor Literacy Skills in Very Young Children

Wigley

Fletcher

Davidson

2009

Annals of the New York Academy of Sciences

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It is generally agreed that efficiency in processing basic speech sounds is a strong indicator of literacy outcomes. However, there is some debate about the extent to which this capacity is encapsulated within the language system. We report results based on pretest data obtained in an early music training study investigating the relationship between a motor-rhythmic measure of ability (synchronous tapping) and the purported purely linguistically based processing measures, Rapid Automatized Naming (RAN) and Phonological Awareness (PA). Results suggest that RAN ability relies to some extent on nonlinguistic temporal processing skills.

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Recent developments in language acquisition and reading research:The phonological basis of children’s reading difficulties

Bowey

2000

The Australian Educational and Developmental Psychologist

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This review examines the convergence of recent developments in the fields of language and literacy development and, in particular, developments relating phonological development to both language and reading development. It begins by examining the issue of how children represent spoken words. In particular, it presents recent work arguing that, throughout early and even middle childhood, children’s representations of spoken words are reorganised as sequences of phonemes. The second section examines poor readers’ phonologicol recoding difficulties and, in particular, the contribution of phonological awareness to early reading success. This section includes an overview of phonologicol awareness training studies in “at-risk” preschool and kindergarten children. The final section examines phonologicol processing difficulties as a common underlying cause of reading dificulties.This section provides a theoretical context for practitioners to understand diverse findings relating performance on a wide range of tasks to children’s reading achievement.

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Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately?

Cited by 6 publications

References 56 publications

Cost-Effective Prediction of Reading Difficulties

Cost-Effective Prediction of Reading Difficulties

Motor Timing and Precursor Literacy Skills in Very Young Children

Recent developments in language acquisition and reading research:The phonological basis of children’s reading difficulties

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