Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia According to a prominent theory, the phonological difficulties in dyslexia are caused by an underlying general impairment in the ability to process sequences of rapidly presented, brief sounds. Two studies examined this theory by exploring the relationships between rapid auditory processing and phonological processing in a sample of 82 normally ... Research Article
Research Article  |   August 01, 2001
Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia
 
Author Affiliations & Notes
  • Catherine M. Marshall, PhD
    Department of Psychology, University of York, York, YO10 5DD, U.K.
  • Margaret J. Snowling
    Department of Psychology, University of York, York, YO10 5DD, U.K.
  • Peter J. Bailey
    Department of Psychology, University of York, York, YO10 5DD, U.K.
Article Information
Development / Hearing & Speech Perception / Language Disorders / Reading & Writing Disorders / Speech, Voice & Prosody / Language / Research Articles
Research Article   |   August 01, 2001
Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia
Journal of Speech, Language, and Hearing Research, August 2001, Vol. 44, 925-940. doi:10.1044/1092-4388(2001/073)
History: Received June 6, 2000 , Accepted April 9, 2001
 
Journal of Speech, Language, and Hearing Research, August 2001, Vol. 44, 925-940. doi:10.1044/1092-4388(2001/073)
History: Received June 6, 2000; Accepted April 9, 2001
Web of Science® Times Cited: 89

According to a prominent theory, the phonological difficulties in dyslexia are caused by an underlying general impairment in the ability to process sequences of rapidly presented, brief sounds. Two studies examined this theory by exploring the relationships between rapid auditory processing and phonological processing in a sample of 82 normally reading children (Study 1) and by comparing 17 children with dyslexia to chronological-age and reading-age control participants on these tasks (Study 2). In the normal readers, moderate correlations were found between the measure of rapid auditory processing (Auditory Repetition Task, or ART) and phonological ability. On the ART, the dyslexia group performed at a level similar to that of the reading-age control group but obtained scores that were significantly below those of the chronological-age control group. This difference was due to a subgroup of 4 children in the dyslexia group who had particular difficulty with the ART. The phonological skills of these individuals were not worse than those of the children in the dyslexia group who were unimpaired on the ART. The discussion argues that there is no evidence that phonological difficulties are secondary to impairments of rapid auditory processing, as measured by the ART, and highlights the need to examine the strategic and cognitive demands involved in tasks of rapid auditory processing.

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