Preschool impairments in auditory processing and speech perception uniquely predict future reading problems

Fragile Spectral and Temporal Auditory Processing in Adolescents with Autism Spectrum Disorder and Early Language Delay

“…Accordingly, thus far, these findings do not support the hypothesis of superior right and inferior left auditory cortex processing in ASD. While the interaction between low-level auditory deficits and speech, language and literacy problems has gradually begun to be unraveled in other developmental disorders like dyslexia (e.g., Boets et al 2011) or specific language impairment (e.g., Corriveau et al 2007;Fraser et al 2010;Vandewalle et al 2012), the current findings highlight the need for a further expansion of our understanding of the relation between auditory processing abilities and receptive-language abilities in ASD.…”

“…Extensive research during the last decades suggests that auditory temporal processing deficits may affect the development of well-defined and robust phonological representations, hence producing the language and literacy problems characteristic of specific language impairment and developmental dyslexia (e.g., Boets et al 2011;Corriveau et al 2007;Goswami 2011;Hämäläinen et al 2013;Tallal and Gaab 2006; but see Bishop et al 1999;Rosen 2003). Likewise, auditory temporal processing problems in ASD may also impact upon early speech perception, thereby contributing to the characteristic autistic deficits in communication and social interaction (Bhatara et al 2013).…”

Reduced sensitivity to slow-rate dynamic auditory information in children with dyslexia

“…Comparable to studies investigating sound rise time, FM detection performance previously discriminated between individuals with and without dyslexia. Group differences have been reported in adults and children Boets et al, 2006) and FM has been shown to be related to pseudoword-reading and phonological awareness (Witton et al, 1998;Boets et al, 2008;Boets et al, 2011;Witton et al, 2002;Stuart et al, 2006;Talcott et al, 1999).…”

“…Indeed, longitudinal evidence for a causal, bottom-up influence of auditory processing and speech perception on later literacy skills has previously been obtained in preschool children. Recently, Boets et al (2011) found that FM-detection and speech-in-noise perception in kindergarten contributed to subsequent growth in reading ability, even after controlling for phonological abilities and letter knowledge. Additionally, Corriveau, Goswami, and Thomson (2010) found that both sound rise time perception and sensitivity to a frequency change over time predicted phonological awareness abilities in a normally developing sample, suggesting that a general sensitivity to dynamic auditory cues is important for literacy development.…”

“…However, only an isolated study assessed both kinds of signals in the same population. Boets et al (2011) showed retrospectively that preschool children who later on develop dyslexia were already impaired in slow-rate FM sensitivity and speech perception. These kindergarten measures were related to each other and uniquely predicted later growth in reading.…”