Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology

Joanisse, Marc F.; Manis, Franklin R.; Keating, Patricia; Seidenberg, Mark S.

doi:10.1006/jecp.1999.2553

Cited by 330 publications

(340 citation statements)

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“…The results are also consistent with studies of children with developmental speech-language impairments, who have been observed to have deficits in processing the phonetic form of speech (Joanisse et al, 2000;Tallal et al, 1980). This deficit might be related to difficulties processing rapid acoustic signals and suggests that a similar deficit could impair the processing of speech and nonspeech signals containing rapidly changing acoustic features (Tallal and Piercy, 1974;Tallal et al, 1993).…”

Section: Resultssupporting

confidence: 88%

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Joanisse

Gati

2003

NeuroImage

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Speech perception involves recovering the phonetic form of speech from a dynamic auditory signal containing both time-varying and steady-state cues. We examined the roles of inferior frontal and superior temporal cortex in processing these aspects of auditory speech and nonspeech signals. Event-related functional magnetic resonance imaging was used to record activation in superior temporal gyrus (STG) and inferior frontal gyrus (IFG) while participants discriminated pairs of either speech syllables or nonspeech tones. Speech stimuli differed in either the consonant or the vowel portion of the syllable, whereas the nonspeech signals consisted of sinewave tones differing along either a dynamic or a spectral dimension. Analyses failed to identify regions of activation that clearly contrasted the speech and nonspeech conditions. However, we did identify regions in the posterior portion of left and right STG and left IFG yielding greater activation for both speech and nonspeech conditions that involved rapid temporal discrimination, compared to speech and nonspeech conditions involving spectral discrimination. The results suggest that, when semantic and lexical factors are adequately ruled out, there is significant overlap in the brain regions involved in processing the rapid temporal characteristics of both speech and nonspeech signals.

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Section: Resultssupporting

confidence: 88%

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Joanisse

Gati

2003

NeuroImage

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“…However, an isolated phoneme categorization problem alone is unlikely to be the sole explanation for reading problems among dyslexic children. Although several studies have reported categorical speech perception deficits in dyslexics as a group (Chiappe, Chiappe, & Siegel, 2001;Godfrey, Syrdal-Lasky, Millay, & Knox, 1981;Maassen, Groenen, Crul, Assman-Hulsmans, & Gabreëls, 2001;Reed, 1989;Serniclaes, SprengerCharolles, Carré, & Demonet, 2001;Werker & Tees, 1987), many individual dyslexics show normal speech perception (Adlard & Hazan, 1998;Joanisse, Manis, Keating, & Seidenberg, 2000;Manis & Keating, 2005;Manis et al, 1997;Pennington, Van Orden, Smith, Green, & Haith, 1990;Ramus et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Two critical dimensions that may be important are the degree of phonological deficit and the degree of language impairment (Gallagher, Frith, & Snowling, 2000;Griffiths & Snowling, 2002;Joanisse et al, 2000;Manis, Seidenberg, Doi, McBride-Chang, & Petersen, 1996;Stanovich, Siegel, & Gottardo, 1997). According to the phonological representations hypothesis, the degree of phonological impairment should be the primary variable affecting gating task performance.…”

Section: Introductionmentioning

confidence: 99%

Auditory word identification in dyslexic and normally achieving readers

Bruno

Manis

Keating

et al. 2007

Journal of Experimental Child Psychology

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The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, particularly on the most difficult items, namely those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relation of gating and general language ability to word and pseudoword reading ability.

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“…The ability to perceive speech that is degraded or presented in difficult listening conditions is acquired very gradually through late childhood (13). The importance of speech perception to reading acquisition is highlighted by studies showing that speech perception abilities in infancy are associated with vocabulary learning in toddlerhood (14), that speech perception skills in preschoolers are associated with phonological awareness skills in kindergarten (15), and that speech perception deficits are associated with reading difficulties in older children (16). Furthermore, neurophysiological investigations have found that infants with a family history of dyslexia show unusual cortical responses to speech stimuli (17).…”

Section: Speech Perceptionmentioning

confidence: 99%

Preschool foundations of early reading acquisition

Rvachew¹,

Savage

2006

Paediatrics &Amp; Child Health

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S Rvachew, R Savage. Preschool foundations of early reading acquisition. Paediatr Child Health 2006;11(9):589-593.The present paper describes research on the skills and processes associated with word and text reading acquisition in preschool children and during the first years of school. The aim is to provide an overview that gives a sense of the important milestones in language and literacy acquisition. A comparison of children's performances against these milestones may thus guide effective intervention for health professionals, parents and other professionals. Also summarized and explored are the role of speech perception and production, grammatical and syntactic skills, and metacognitive skills, including phonological awareness.

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Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology

Cited by 330 publications

References 50 publications

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Auditory word identification in dyslexic and normally achieving readers

Preschool foundations of early reading acquisition

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