Perception of tone and aspiration contrasts in Chinese children with dyslexia

Cheung, Him; Chung, Kevin Kien Hoa; Wong, Simpson W. L.; McBride‐Chang, Catherine; Penney, Trevor B.; Ho, Connie Suk‐Han

doi:10.1111/j.1469-7610.2008.02001.x

Cited by 62 publications

(55 citation statements)

References 40 publications

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“…(Allophonic contrasts are variants on a given phoneme; e.g., in English, the /t/ sounds in time and subtle sound different when isolated, although they are both within the /t/ category.) This pattern of reduced accuracy and categorical perception for stop consonants has been found for Chinese children as well (e.g., Cheung et al 2008;Liu et al 2009). One prominent theory of such difficulties with stop consonant perceptions in children with dyslexia, termed the "temporal processing hypothesis" (Tallal 1980), is the idea that such difficulties might be due to deficient auditory perception of rapid transitional stimuli.…”

Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 85%

“…/fu1/ refers to 夫 (husband), and /fu2/, /fu3/, and /fu4/ each correspond to 浮 (float), 腐 (rot), and 富 (rich), respectively. Chinese (Cantonese-speaking) children with dyslexia (ages 8-10 years old) could be distinguished from those without dyslexia on lexical tone identification and categorical perception (e.g., Cheung et al 2008) in one study. In another study of those with and without a family history of dyslexia, 5-year-olds at risk for dyslexia were significantly poorer in distinguishing lexical tones (McBride-Chang, Lam et al 2008).…”

Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 99%

“…Chinese lexical tone categorization task (Cheung et al 2008) Word-level speech prosody A series of stimuli across a continuum with two end points sharing the same syllable but different lexical tones (e.g., /si 33/ and /si 55/) is used. Participants are presented all stimuli one by one and asked to decide to which category (/si 33/ or/si 55/) they belong.…”

Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 99%

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Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Zhang

McBride‐Chang

2010

Educ Psychol Rev

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While the importance of phonological sensitivity for understanding reading acquisition and impairment across orthographies is well documented, what underlies deficits in phonological sensitivity is not well understood. Some researchers have argued that speech perception underlies variability in phonological representations. Others have investigated the role of more general auditory sensitivity for reading development and reading difficulties, arguing that poor phonological representations may actually be due to broad underlying auditory deficits, which are not restricted to speech stimuli. We argue that these hypotheses are not necessarily mutually exclusive. In this review, we demonstrate that auditory sensitivity and speech perception can be integrated into a single developmental model, in which auditory sensitivity may have an indirect impact on reading; this impact is mediated by speech perception. In the model, we distinguish general auditory sensitivity as falling into at least two general categories: rhythmic and temporal. Correspondingly, speech perception itself can be distinguished as suprasegmental and segmental. Theoretically, the proposed model integrates a broad range of studies on general auditory and speech perception to suggest a developmental trajectory for reading acquisition that can be explored from before birth. Practically, the proposed model points to different ways of understanding and diagnosing reading difficulties and distinguishing reading difficulties across languages and orthographies.

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Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 85%

Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 99%

Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 99%

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Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Zhang

McBride‐Chang

2010

Educ Psychol Rev

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“…Turning to reading difficulties and developmental dyslexia, the majority of studies of Chinese children with developmental dyslexia have reported extensive deficits in phonological processing, encompassing phonological awareness, phonological memory and RAN (e.g., Chan & Siegel, 2001;Cheung et al, 2009;Ho & Lai, 1999;Ho & Ma, 1999;Ho, Law, & Ng, 2000;So & Siegel, 1997;Shu, Meng, Chen, Luan, & Cao, 2005). Some deficits in morphological awareness have also been reported (e.g., McBride-Chang et al, 2008).…”

Section: Introductionmentioning

confidence: 95%

Basic auditory processing and developmental dyslexia in Chinese

et al. 2010

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The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks. Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively, with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition across languages.

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“…An extensive review of the related literature by Farmer and Klein (1995) has led to the hypothesis that developmental dyslexia is strongly linked to a general deficit in speed of processing (SOP) in both visual and auditory modalities. Chinese children with reading disorders have also been found to show poorer performance than chronological age matched (CA) children with normal reading abilities on visual and auditory temporal processing tasks, and a correlation between reading performance and orthographic processing (Cheung et al, 2009;Chung et al, 2008;Ho & Bryant, 1997;Ho, Chan, Lee, Tsang, & Luan, 2004;Liu, Shu, & Yang, 2009;Siok & Fletcher, 2001). Furthermore, it has been argued that morphological awareness is critical to reading development since Chinese characters represent morphemes, and poor morphological awareness is a core deficit underlying developmental dyslexia in Chinese (Wu, Packard, & Shu, 2009 for review).…”

Section: Introductionmentioning

confidence: 99%

Deficits in Processing Characters in Chinese Developmental Dyslexia: Preliminary Results From Event-related Potentials and Time Frequency Analyses

Su¹,

Lau²,

Zhang³

et al. 2011

IJL

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Individuals with dyslexia have deficiencies in lexical organization and processing that are behaviorally manifested as difficulties in learning grapheme-phoneme correspondences. The present study investigates the lexical representations of Chinese reading-impaired children using event-related potentials (ERP) and time-frequency analysis. Two Cantonese-speaking male children, one with reading impairment (PR) and one with normal reading performance (CA), performing a character recognition task were conducted. ERP results indicated that CA showed lexicality effect at N400 and N170 that was not evident in PR. The time-frequency analyses found greater event-related synchronization and phase coherence at theta band suggesting greater cognitive demand in processing pseudowords than real words for CA. Greater synchronization between cortical regions was also observed at the gamma band for pseudowords. These differences were not found for PR, suggesting that PR may have weaker lexical representations, resulting in inefficient orthographic processing and perhaps difficulties in accessing phonological and/or semantic information of known characters.

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Perception of tone and aspiration contrasts in Chinese children with dyslexia

Cited by 62 publications

References 40 publications

Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Basic auditory processing and developmental dyslexia in Chinese

Deficits in Processing Characters in Chinese Developmental Dyslexia: Preliminary Results From Event-related Potentials and Time Frequency Analyses

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