Basic auditory processing and developmental dyslexia in Chinese

Wang, Hsiao Lan Sharon; Huss, Martina; Hämäläinen, Jarmo A.; Goswami, Usha

doi:10.1007/s11145-010-9284-5

Cited by 31 publications

(16 citation statements)

References 68 publications

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“…The children with dyslexia did not show a significantly linear CA trajectory on this task making statistical analysis inappropriate, however a similar amount of delay was evident in the trajectory analysis. The 1 rise task has been the most consistent auditory measure differentiating children with dyslexia and controls in our studies of dyslexia in other languages (Finnish, Hämäläinen et al, 2009 ; Spanish, Goswami et al, 2011 ; Chinese, Wang, Huss, Hämäläinen, & Goswami, 2012 ). A similar 1 rise task based on complex noise rather than a sine wave was also a successful discriminator in a study of dyslexia in Dutch by Poelmans et al, (2011) .…”

Section: Discussionmentioning

confidence: 77%

Developmental trajectories for children with dyslexia and low IQ poor readers.

Kuppen

Goswami

2016

Developmental Psychology

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Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories.

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Section: Discussionmentioning

confidence: 77%

Developmental trajectories for children with dyslexia and low IQ poor readers.

Kuppen

Goswami

2016

Developmental Psychology

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“…According to the Temporal Sampling Framework (TSF; Goswami, 2011 ), many of the processing deficits observed in dyslexia may be accounted for by inefficient entrainment of brain oscillations to sensory input, which in turn is theorized to affect not only rhythm processing but also phonological processing as well as other aspects of language processing. Studies investigating neural entrainment in individuals with dyslexia support this hypothesis by showing deficits in synchronization to the speech envelope ( Leong & Goswami, 2014 ; Molinaro et al, 2016 ; Power et al, 2016 ) regardless of the language spoken (e.g., English: Goswami et al, 2010 ; English and Hungarian: Surányi et al, 2009 ; Chinese: Wang et al, 2012 ) and atypical neural entrainment to nonspeech stimuli compared to controls ( Cutini et al, 2016 ; Frey et al, 2019 ). Further studies have shown impaired beat synchronization in individuals with dyslexia ( Colling et al, 2017 ; Overy et al, 2003 ; Thomson & Goswami, 2008 ).…”

Section: Atypical Rhythm In Children With Atypical Speech/language Dementioning

confidence: 95%

Is atypical rhythm a risk factor for developmental speech and language disorders?

Ladányi

Persici

Fiveash

et al. 2020

WIRES Cognitive Science

146

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Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large-scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long-term social and economic consequences of gaps in identifying children at-risk, these new lines of research could potentially positively impact access to early identification and treatment.

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“…Wang et al (2012) found that in children with DD, accurate discrimination of variation in intensity and rise time was a significant predictor of reading accuracy in Chinese, even if intensity discrimination was not found to be an important source of inter-individual differences in many alphabetic languages (Muneaux et al, 2004; Richardson et al, 2004; Goswami et al, 2010; Hämäläinen et al, 2013). Furthermore, Wang et al (2012) found that duration and frequency discrimination contribute significant unique variance to tasks of onset and rhyme awareness.…”

Section: Introductionmentioning

confidence: 94%

Pitch as the Main Determiner of Italian Lexical Stress Perception Across the Lifespan: Evidence From Typical Development and Dyslexia

et al. 2019

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The study deals with the issue of lexical stress perception in both a developmental (comparing children and adults with typical development) and a clinical perspective (comparing typically developing children and children with dyslexia). The three parameters characterizing the acoustic profiles of words and non-words in a certain language are duration, pitch and intensity of its syllables. Based on (sparse) previous literature on Italian and other European languages, it was expected that syllable duration would be the parameter predominantly determining the perception of stress position. It was furthermore anticipated that children with dyslexia may be found to have an altered perception of lexical stress, due to their impairments in auditory processing of either pitch, duration or (more controversial) intensity. Systematic manipulation of the pitch, duration and intensity profiles of three Italian trisyllabic non-words produced a series of 81 stimuli, that were judged with respect to stress position (perceived on the ultimate, penultimate, or antepenultimate syllable) by the three groups of participants. The results showed, contrarily to expectations, that the pitch component is the most reliable acoustic cue in stress perception for both adults, in whom this dominance is very strong, and typically developing children, who showed a similar but quantitatively less marked pattern. As to children with dyslexia, they did not seem to rely on any parameter for their judgments, and rather gave random responses, which point to a general inability to process the various acoustic modulations that normally contribute to stress perception. Performance on the stress perception task strongly correlates with language (morphosyntactic) measures in the whole sample of children, and with reading abilities in the group with dyslexia, confirming the strict relationship between the two sets of skills. These findings seem to support a language-specific approach, suggesting that the set of acoustic parameters required for the development of stress perception is language-dependent rather than universal.

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Basic auditory processing and developmental dyslexia in Chinese

Cited by 31 publications

References 68 publications

Developmental trajectories for children with dyslexia and low IQ poor readers.

Developmental trajectories for children with dyslexia and low IQ poor readers.

Is atypical rhythm a risk factor for developmental speech and language disorders?

Pitch as the Main Determiner of Italian Lexical Stress Perception Across the Lifespan: Evidence From Typical Development and Dyslexia

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