Basic auditory processing and developmental dyslexia in Chinese |
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| Authors: | Hsiao-Lan Sharon Wang Martina Huss Jarmo A H?m?l?inen Usha Goswami |
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| Institution: | (1) Centre for Neuroscience in Education, University of Cambridge, Downing St., Cambridge, CB2 3EB, UK;(2) Department of Psychology, University of Jyv?skyl?, Jyv?skyl?, Finland;; |
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| Abstract: | The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. |
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