Temporal Processing Performance, Reading Performance, and Auditory Processing Disorder in Learning-Impaired Children and Controls.
This paper examines the relations between temporal processing and reading performance by comparing the performance of 38 children with learning impairments (LI) to 32 age-matched, typically developing subjects (controls) on these tasks. Subjects were tested on four auditory and four visual temporal...
| Publicado en: | Canadian Journal of Speech-Language Pathology & Audiology Vol. 35; no. 1; pp. 6 - 18 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Speech-Language & Audiology Canada
Spring2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=60370335&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 60370335 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1913200X 3KKO jtl: Canadian Journal of Speech-Language Pathology & Audiology issn: 1913200X maglogo: N pubinfo: dt: Spring2011 vid: 35 iid: 1 pid: 12062 pub: Speech-Language & Audiology Canada place: Ottawa, Ontario artinfo: ui: 60370335 60370335 104886476 60370335 ppf: 6 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Temporal Processing Performance, Reading Performance, and Auditory Processing Disorder in Learning-Impaired Children and Controls. aug: au: Walker, Kerry M. M. Brown, David K. Scarff, Carrie Watson, Charlene Muir, Patricia Phillips, Dennis P. affil: Department of Physiology, Anatomy and Genetics, University of Oxford, Oxford, U.S.A. sug: subj: Language Processing Reading Auditory Perceptual Disorders In Infancy and Childhood Learning Disorders In Infancy and Childhood Time Factors Human Funding Source Child Comparative Studies Control Group Spearman's Rank Correlation Coefficient Kruskal-Wallis Test Phonetics Sensory Stimulation Dyslexia Adolescence Male Female Canada Computer-Aided Design Judgment Voice Onset Time Experimental Studies Descriptive Statistics Chi Square Test Post Hoc Analysis Language Tests Correlational Studies Child: 6-12 years Adolescent: 13-18 years Male Female ab: This paper examines the relations between temporal processing and reading performance by comparing the performance of 38 children with learning impairments (LI) to 32 age-matched, typically developing subjects (controls) on these tasks. Subjects were tested on four auditory and four visual temporal processing tasks, and four language/reading tasks. Subjects in the LI group were also tested for auditory processing disorder (APD). Kruskal-Wallis tests and Spearman correlation coefficients were used to evaluate the differences and relations between group test scores (alpha = 0.05, Bonferroni corrected). LI subjects performed more poorly than controls on reading and phonological awareness tasks, as well as on the subset of temporal processing tasks that required the relative timing of two stimulus events. There was a trend for performance on language/reading and several auditory temporal processing tasks to drop from control subjects, to those with LI alone, to those with both APD and LI. Scores on a subset of relative timing tasks were positively correlated with reading scores for controls, but not LI subjects. The results suggest that relative timing judgements of auditory and visual stimuli, rather than the identification of a single, brief stimulus event, may play a key role in reading development. Cet article examine les liens entre le traitement temporel et la performance en lecture. L'étude compare les résultats de 38 enfants ayant des déficits d'apprentissage (DA) à ceux de 32 enfants du même âge (témoins) démontrant un développement normal de ces fonctions et compétences. Les sujets ont exécuté quatre exercices portant sur le traitement temporel visuel et quatre exercices portant sur le langage et la lecture. Les sujets du groupe DA ont aussi été testés pour des troubles de traitement auditif (TTA). Les tests Kruskal-Wallis et les coefficients de corrélation de Spearman ont été utilisés pour évaluer les différences et les relations entre les résultats des tests du groupe (alpha = 0,05, correction de Bonferroni). Les sujets du groupe DA ont eu des résultats inférieurs à ceux des sujets témoins dans les exercices de lecture et de conscience phonologique, ainsi que dans les exercices de traitement temporel qui nécessitaient la synchronisation de deux stimuli. On a observé une tendance en langage/lecture et dans plusieurs exercices de traitement temporel auditif où les résultats baissaient des sujets témoins, aux sujets avec DA à ceux souffrant de TTA et DA. Les résultats d'une série d'exercices de synchronisation relative étaient positivement en corrélation avec les résultats en lecture chez les sujets témoins, ce qui n'était pas le cas chez les sujets avec DA. Les résultats ont démontré que les analyses de synchronisation relative de stimuli auditifs et visuels pourraient jouer un rôle essentiel dans le développement de la lecture plutôt que l'identification d'un seul stimulus précis. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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