The effects of frequency altered feedback on the reading processes of adults with reading disorders

Carter, Matthew D.; Rastatter, Michael P.; O’Brien, Kevin F.

doi:10.1016/j.neulet.2009.06.033

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…With regard to DD, reading under conditions in which auditory feedback was masked (by playing familiar tunes over headphones; Breznitz, 1997) or in which the participants' pitch was shifted (Carter, Rastatter, Walker, & O'Brien, 2009;Rastatter, Barrow, & Stuart, 2007) significantly increased reading accuracy, fluency, and comprehension in both children and adults with DD. Although these studies show that people with DD process auditory feedback differently-which apparently impedes readingthey are not informative as to the mechanism behind this difference.…”

Section: Phonological Representations and The Role Of Altered Auditormentioning

confidence: 99%

Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit

Bunt

Groen

Itō

et al. 2017

J Speech Lang Hear Res

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a Purpose: The purpose of this study was to examine whether developmental dyslexia (DD) is characterized by deficiencies in speech sensory and motor feedforward and feedback mechanisms, which are involved in the modulation of phonological representations. Method: A total of 42 adult native speakers of Dutch (22 adults with DD; 20 participants who were typically reading controls) were asked to produce /bep/ while the first formant (F1) of the /e/ was not altered (baseline), increased (ramp), held at maximal perturbation (hold), and not altered again (after-effect). The F1 of the produced utterance was measured for each trial and used for statistical analyses. The measured F1s produced during each phase were entered in a linear mixed-effects model. Results:Participants with DD adapted more strongly during the ramp phase and returned to baseline to a lesser extent when feedback was back to normal (after-effect phase) when compared with the typically reading group. In this study, a faster deviation from baseline during the ramp phase, a stronger adaptation response during the hold phase, and a slower return to baseline during the after-effect phase were associated with poorer reading and phonological abilities. Conclusion:The data of the current study are consistent with the notion that the phonological deficit in DD is associated with a weaker sensorimotor magnet for phonological representations.

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Section: Phonological Representations and The Role Of Altered Auditormentioning

confidence: 99%

Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit

Bunt

Groen

Itō

et al. 2017

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…These theories claim that the concepts that are stored in the mental lexicon can be accessed in one of two ways. As a result of this acquired automaticity, more energy and attention can be allotted for comprehension, which can result in increased comprehension abilities (Carter, Rastatter, Walker, & O'Brien, 2009). Accessing the lexicon via the word's phonological representation is an indirect method that requires much attention and energy to be devoted to recoding the letters that are perceived into the corresponding phonemes (Catts & Kamhi, 2005).…”

Section: Theories Of Word Recognitionmentioning

confidence: 99%

“…As Wagner et al (1993) stated, "gains through phonological training are likely to be hard won rather than easily obtained . Future research should be focused toward methods that have been demonstrated to better allocate resources toward lexical abilities, such as forced reading acceleration (see Breznitz, 2012, for a review) and secondary auditory signals (see Carter et al, 2009, for a review). .…”

Section: Reaction Timesmentioning

confidence: 99%