Helen L. Breadmore, Lorna F. Halliday, Julia M. Carroll
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引用次数: 0
Abstract
The nature and cause of auditory processing deficits in dyslexic individuals have been debated for decades. Auditory processing deficits were argued to be the first step in a causal chain of difficulties, leading to difficulties in speech perception and thereby phonological processing and literacy difficulties. More recently, it has been argued that auditory processing difficulties may not be causally related to language and literacy difficulties. This study compares two groups who have phonological processing impairments for different reasons: dyslexia and a history of otitis media (OM). We compared their discrimination thresholds and response variability to chronological age- and reading age-matched controls, across three auditory processing tasks: frequency discrimination, rise-time discrimination and speech perception. Dyslexic children showed raised frequency discrimination thresholds in comparison with age-matched controls but did not differ from reading age-matched controls or individuals with a history of OM. There were no group differences on speech perception or rise-time tasks. For the dyslexic children, there was an association between phonological awareness and frequency discrimination response variability, but no association with thresholds. These findings are not consistent with a ‘causal chain’ explanation but could be accounted for within a multiple deficits view of literacy difficulties.
关于阅读障碍患者听觉处理缺陷的性质和原因,几十年来一直争论不休。听觉处理障碍被认为是导致语言感知困难的因果链中的第一步,进而导致语音处理和读写困难。最近,有人认为听觉处理障碍与语言和读写困难可能没有因果关系。本研究比较了两组因不同原因而存在语音处理障碍的人:诵读困难和中耳炎(OM)病史。我们将他们的辨别阈值和反应变异性与实际年龄和阅读年龄相匹配的对照组进行了比较,包括三项听觉处理任务:频率辨别、上升时间辨别和语音感知。与年龄匹配的对照组相比,读写障碍儿童的频率辨别阈值有所提高,但与阅读年龄匹配的对照组或有 OM 病史的人没有差异。在言语感知或上升时间任务方面,没有任何群体差异。对于阅读障碍儿童,语音意识与频率辨别反应变异性之间存在关联,但与阈值之间没有关联。这些发现与 "因果链 "的解释并不一致,但可以从识字困难的多重缺陷角度加以解释。
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine