Evidence for a General Auditory Processing Deficit in Developmental Dyslexia From a Discrimination Paradigm Using Speech Versus Nonspeech Sounds Matched in Complexity

Christmann, Corinna A.; Lachmann, Thomas; Steinbrink, Claudia

doi:10.1044/2014_jslhr-l-14-0174

Cited by 27 publications

(16 citation statements)

References 103 publications

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“…In most cases, however, if one of those three dimensions was affected, the deficit co-occurred with at least one other, or even all deficits. Christmann et al (2015) found similar results for adult dyslexics with respect to temporal, spectral, or spectrotemporal deficits.…”

Section: Comorbidities and Predictors Of Developmental Dyslexia And Dsupporting

confidence: 62%

Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other?

Döhla

Heim

2016

Front. Psychol.

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Up to 17% of German school children suffer from reading and writing disabilities. Unlike developmental dyslexia, only few studies have addressed dysgraphia. Presenting a comprehensive overview of the current state of the art in developmental dyslexia and dysgraphia, this paper aims to determine how far existing knowledge about the causes of developmental dyslexia also apply to developmental dysgraphia. To promote understanding of developmental dysgraphia, the paper discusses relevant aspects such as predictors, causes and comorbidities, models of acquisition as well as existing deficit models. A comparison of definitions in the DSM-V and ICD-10 complemented by an overview of the most recent German guideline ought to give the reader deeper insight into this topic. The current issue of growing up bilingually and the connection between reading and writing deficits are also discussed. In conclusion, this paper presents a critical survey of theoretical and practical implications for the diagnostics and treatment of developmental dysgraphia.

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Section: Comorbidities and Predictors Of Developmental Dyslexia And Dsupporting

confidence: 62%

Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other?

Döhla

Heim

2016

Front. Psychol.

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“…Accordingly, it has been suggested that general auditory processing difficulties may underlie phonological processing weaknesses in those with dyslexia (as reviewed in Goswami, 2011 ; Hamalainen et al, 2013 ; Goswami, 2015 ). However, not all children with dyslexia show deficits in auditory processing ( Nittrouer, 1999 ; Marshall et al, 2001 ; Ramus, 2003 ; Rosen, 2003 ; Grube et al, 2014 ; Steinbrink et al, 2014 ; Christmann et al, 2015 ). Therefore, a multiple deficit view of dyslexia, in which deficits in basic auditory processing may be one of several factors that give rise to difficulties with learning to read, offers a promising perspective that accounts for the complex nature of reading acquisition ( Pennington, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children

Zuk

Perdue

Becker

et al. 2018

Developmental Cognitive Neuroscience

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Phonological processing has been postulated as a core area of deficit among children with dyslexia. Reduced brain activation during phonological processing in children with dyslexia has been observed in left-hemispheric temporoparietal regions. Musical training has shown positive associations with phonological processing abilities, but the neural mechanisms underlying this relationship remain unspecified. The present research aims to distinguish neural correlates of phonological processing in school-age typically developing musically trained children, musically untrained children, and musically untrained children with dyslexia utilizing fMRI. A whole-brain ANCOVA, accounting for gender and nonverbal cognitive abilities, identified a main effect of group in bilateral temporoparietal regions. Subsequent region-of-interest analyses replicated temporoparietal hypoactivation in children with dyslexia relative to typically developing children. By contrast, musically trained children showed greater bilateral activation in temporoparietal regions when compared to each musically untrained group. Therefore, musical training shows associations with enhanced bilateral activation of left-hemispheric regions known to be important for reading. Findings suggest that engagement of these regions through musical training may underlie the putative positive effects of music on reading development. This supports the hypothesis that musical training may facilitate the development of a bilateral compensatory neural network, which aids children with atypical function in left-hemispheric temporoparietal regions.

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“…One possibility is that relatively minor deficiencies in low-level auditory (cf. Ahissar, Protopapas, Reid, & Merzenich, 2000;Christmann, Lachmann, & Steinbrink, 2015;Hämäläinen, Salminen, & Leppänen, 2013;Richardson, Thomson, Scott, & Goswami, 2004;Talcott & Witton, 2002) and low-level visual (cf. Becker, Elliott, & Lachmann, 2005;Slaghuis & Ryan, 1999;Stein, 2002;Stein & Talcott, 1999) abilities result in suboptimal reading routines.…”

Section: Reading Level Control Groupsmentioning

confidence: 99%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

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Evidence for a General Auditory Processing Deficit in Developmental Dyslexia From a Discrimination Paradigm Using Speech Versus Nonspeech Sounds Matched in Complexity

Abstract: These results support the existence of a general auditory processing impairment in developmental dyslexia.

Cited by 27 publications

References 103 publications

Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other?

Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other?

Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

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