Auditory temporal perception, phonics, and reading disabilities in children

doi:10.1016/0093-934X(80)90139-X

Brain and Language

Volume 9, Issue 2, March 1980, Pages 182-198

https://doi.org/10.1016/0093-934X(80)90139-X Get rights and content

Abstract

Reading-impaired and control children were given an experimental battery of nonverbal auditory perceptual tests which examined discrimination and temporal order perception. Stimulus tones were presented at various rates. There were no significant differences between groups on tests in which stimuli were presented at slow rates. However, when the same stimuli were presented more rapidly, the reading-impaired group made significantly more errors than the controls. The reading-impaired children's ability to use phonics skills (nonsense word reading) was also examined. There was a high correlation between the number of errors made on the phonics reading test and the number of errors made in responding to the rapidly presented stimuli in the auditory perceptual tests. The hypothesis that some reading impairments are related to low-level auditory perceptual dysfunction that affects the ability to learn to use phonics skills adequately is discussed.

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La capacidad perceptiva de los sujetos disminuye en la medida que los estímulos son más parecidos en su duración.
The present study provides reference data on the auditory discrimination of phonemes in a population normal-hearing of native Spanish-speaking from Chile. The objective is to determine if the lengthening of phonemes affects the ability of auditory discrimination.
The sample consisted of 40 subjects between the ages of 19 and 36 who were subjected to an auditory discrimination task of a series of 35 pairs of words. These words presented differences with respect to the duration of one of the consonants phonemes. To achieve the objectives, pairs of words without modifying any phoneme were compared with those in which the duration of the phoneme was doubled (2 x), tripled (3 x) and quintupled (5 x), in addition to the comparison intercategories.
The results show that the subjects have difficulty discriminating between phonemes that have the smallest acoustic differences in duration, especially when comparing the phoneme that is double (2 x) and the phoneme that is triple (3 x) their natural duration. These results are also observed when comparing by specific type of phoneme, since in all (/s/, /n/, /t/ and /ʝ/) except /r/, the comparison that presented the most difficulty was that of the word with the phoneme is felt at double and triple the natural duration.
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^☆: This work was funded by a grant from the Grant Foundation, New York.

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Auditory temporal perception, phonics, and reading disabilities in children☆

Abstract

Neuropsychologia

Neuropsychologia

Neuropsychologia

Neuropsychologia

Temporal order, meaningfulness, reading ability

Perceptual Motor Skills

Temporal order in disturbed reading; developmental and neuropsychological aspects in normal and reading retarded children

Interpretation of the 1961 Illinois Test of Psycholinguistic Abilities

Auditory-visual integration in normal and retarded readers

American Journal of Orthopsychiatry

Developmental dyslexia: A diagnostic screening procedure based on three characteristic patterns of reading and spelling

Patterns of impairments in specific reading disability

Perception of temporal order in vowel sequences with and without formant transitions

Journal of Experimental Psychology: Human Perception and Performance

Kennedy Institute Phonics Test