Temporal processing in poor adult readers

Conlon, Elizabeth Gwendolyne; Sanders, Mary; Zapart, Sieglinde

doi:10.1016/j.neuropsychologia.2003.07.004

Cited by 53 publications

(52 citation statements)

References 56 publications

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“…[183][184][185][186][187] The studies supporting this theory are outnumbered by studies that have found no loss of contrastsensitivity and other studies that have found contrast-sensitivity reductions or other findings inconsistent with a magnocellular deficit. [188][189][190][191][192][193][194][195][196][197][198][199][200][201] Thus, the evidence in support of the magnocellular theory is equivocal at best. Amitay et al 191 found that although some (6 of 30) subject with dyslexia showed impaired magnocellular function, they consistently showed impaired performance in auditory and nonmagnocellular visual tasks.…”

Section: Magnocellular Deficit Theorymentioning

confidence: 99%

“…Many researchers have concluded that magnocellular system deficits and associated visual trace persistence are not significant causes of specific reading disability. 14,[188][189][190][192][193][194][195][196][197][198][199][200][201][202][203] Some study results involving tinted lenses, tinted filters, or occlusion seem to support the magnocellular theory, [183][184][185][186][187]204 and others refute it. [188][189][190][191][192][193][194][195][196][197][198][199][200][201]205 Iovino et al 204 evaluated 60 children with reading disability and comorbid conditions involving mathematics and ADHD in 1998.…”

Section: Magnocellular Deficit Theorymentioning

confidence: 99%

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Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

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Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

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Section: Magnocellular Deficit Theorymentioning

confidence: 99%

Section: Magnocellular Deficit Theorymentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

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“…Such populations include but are not limited to older adults (Lister & Tarver, 2004;Lister, et al, 2002), adults with hearing loss (Lister & Roberts, 2005;Roberts & Lister, 2004), adults and children with dyslexia (Conlon, Sanders, & Zapart, 2004;Meyler & Breznitz, 2005;Van Ingelghem, van Wieringen, Wouters, Vandenbussche, Onghena, & Ghesquière, 2001), and Author Manuscript adults and children with auditory neuropathy (Kraus, Bradlow, Cheatham, Cunningham, King, Koch, et al, 2000;Zeng, Oba, Garde, Sininger, & Starr, 1999).…”

Section: Author Manuscript Author Manuscriptmentioning

confidence: 99%

Cortical Evoked Response to Gaps in Noise: Within-Channel and Across-Channel Conditions

2007

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Objectives-The objective of this study was to describe the cortical evoked response to silent gaps in a group of young adults with normal hearing using stimulus conditions identical to those used in psychophysical studies of gap detection. Specifically, we sought to examine the P1-N1-P2 auditory evoked response to the onsets of stimuli (markers) defining a silent gap for withinchannel (spectrally identical markers) and across-channel (spectrally different markers) conditions using four perceptually-equated gap durations. It was hypothesized that (1) P1, N1, and P2 would be present and consistent for 1st marker (before the gap) onsets; (2) for within-channel markers, P1, N1, and P2 would be present for 2nd marker (after the gap) onsets only when the gap was of a duration equal to or larger than the behaviorally measured gap detection threshold; and (3) for the across-channel conditions, P1, N1, and P2 would be present for 2nd marker onsets regardless of gap duration. This is expected due to the additional cue of frequency change following the gap.Design-Twelve young adults (mean age 26 years) with normal hearing participated. Withinchannel and across-channel gap detection thresholds were determined using an adaptive psychophysical procedure. Next, cortical auditory evoked potentials (P1-N1-P2) were recorded with a 32-channel Neuro-scan™ electroencephalogram system using within-channel and acrosschannel markers identical to those used for the psychophysical task and four perceptually weighted gap durations: (1) individual listener's gap detection threshold; (2) above gap detection threshold; (3) below gap detection threshold; and (4) a 1-ms gap identical to the gap in the standard interval of the psychophysical task. P1-N1-P2 peak latencies and amplitudes were analyzed using repeated-measures analyses of variance. A temporal-spatial principal component analysis was also conducted.Results-The latency of P2 and the amplitude of P1, N1, and P2 were significantly affected by the acoustic characteristics of the 2nd marker as well as the duration of the gap. Larger amplitudes and shorter latencies were generally found for the conditions in which the acoustic cues were most salient (e.g., across-channel markers, 1st markers, large gap durations). Interestingly, the temporal-spatial principal component analysis revealed activity elicited by gap durations equal to gap detection threshold in the latency regions of 167 and 183 ms for temporal-parietal and rightfrontal spatial locations.Address for correspondence: Jennifer Lister, Department of Communication Sciences and Disorders, University of South Florida, 4202 E. Fowler Ave. PCD 1017, Tampa, FL 33620. jlister@cas.usf.edu.. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptConclusions-The cortical response to a silent gap is unique to specific marker characteristics and gap durations among young adults with normal hearing. Specifically, when the onset of the 2nd marker is perceptually salient, the amplitude of the P1-N1-P2 re...

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“…They investigated the effect of color on text processing in normal adult readers. As a matter of fact, dyslexia may represent the lower end of an undemarcated continuum of reading ability and is not distinct from normal reading with respect to some reading, cognitive, and temporal processes (Au & Lovegrove, 2001b;Conlon, Sanders, & Zapart, 2004). Consequently, this study investigated the possibility of a generalized timing mechanism and how well the rapid visual and auditory processes accounted for different reading tasks in a normal college sample.…”

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confidence: 97%

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

Lovegrove

2007

Perception & Psychophysics

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This study examined the relative involvement of rapid auditory and visual temporal resolution mechanisms in the reading of phonologically regular pseudowords and English irregular words presented both in isolation and in contiguity as a series of six words. Seventy-nine undergraduates participated in a range of reading, visual temporal, and auditory temporal tasks. The correlation analyses suggested a general timing mechanism across modalities. There were more significant correlations between the visual temporal measures and irregular word reading and between the auditory measures and pseudoword reading. Auditory gap detection predicted pseudoword reading accuracies. The low temporal frequency flicker contrast sensitivity measure predicted the accuracies of isolated irregular words and pseudowords presented in contiguity. However, when a combined speed-accuracy score was used, visible persistence at both low and high spatial frequencies and auditory gap detection were active the in the reading of pseudowords presented in contiguity. Sensory processing skills in both visual and auditory modalities accounted for some of the variance in the reading performance of normal undergraduates, not just reading-impaired students.

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Temporal processing in poor adult readers

Cited by 53 publications

References 56 publications

Learning Disabilities, Dyslexia, and Vision

Learning Disabilities, Dyslexia, and Vision

Cortical Evoked Response to Gaps in Noise: Within-Channel and Across-Channel Conditions

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

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