Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia: A Longitudinal Study

被引：21

作者：

Goswami, Usha ^{[1
]}

Huss, Martina ^{[1
]}

Mead, Natasha ^{[1
]}

Fosker, Tim ^{[1
,2
]}

机构：

[1] Univ Cambridge, Cambridge, England

[2] Queens Univ, Kingston, ON, Canada

来源：

CHILD DEVELOPMENT | 2021年 / 92卷 / 03期

基金：

英国医学研究理事会;

关键词：

EARLY LITERACY; RISE-TIME; SPEECH; OSCILLATIONS; PERCEPTION; ENVELOPE; BRAIN; ENTRAINMENT; DYSFUNCTION; KNOWLEDGE;

D O I：

10.1111/cdev.13459

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children.

引用

页码：1083 / 1098

页数：16

共 65 条

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