title: Sensory processing, reading, IQ, and attention.
abstract: Detection thresholds for two visual- and two auditory-processing tasks were obtained for 73 children and young adults who varied broadly in reading ability. A reading-disabled subgroup had significantly higher thresholds than a normal-reading subgroup for the auditory tasks only. When analyzed across the whole group, the auditory tasks and one of the visual tasks, coherent motion detection, were significantly related to word reading. These effects were largely independent of ADHD ratings; however, none of these measures accounted for significant variance in word reading after controlling for full-scale IQ. In contrast, phoneme awareness, rapid naming, and nonword repetition each explained substantial, significant word reading variance after controlling for IQ, suggesting more specific roles for these oral language skills in the development of word reading.
authors.affiliation: Department of Psychology, University of Colorado, Boulder, CO 80309, USA. jacqui@psych.colorado.edu
authors.forename: Jacqueline
authors.initials: J
authors.lastname: Hulslander
authors.forename: Joel
authors.initials: J
authors.lastname: Talcott
authors.forename: Caroline
authors.initials: C
authors.lastname: Witton
authors.forename: John
authors.initials: J
authors.lastname: DeFries
authors.forename: Bruce
authors.initials: B
authors.lastname: Pennington
authors.forename: Sally
authors.initials: S
authors.lastname: Wadsworth
authors.forename: Erik
authors.initials: E
authors.lastname: Willcutt
authors.forename: Richard
authors.initials: R
authors.lastname: Olson
mesh_terms: D000293:Adolescent; D000328:Adult; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology*; D003071:Cognition; D004410:Dyslexia; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D021641:Recognition, Psychology; D011795:Surveys and Questionnaires