Auditory and visual processing in children with dyslexia.
This study investigated the temporal stability and longitudinal replicability of visual and auditory sensory processes found to be poor in children with dyslexia. Seventy children with dyslexia and 52 normal readers were tested twice, 9 months apart, on measures of visual and auditory sensory processing and on phonological and orthographic skills. About 30% of children with dyslexia were found to have sensory deficits. Associations were found between sensory and cognitive skills. Based on analyses of agreement, the temporal stability of the sensory tasks was poor. Future research should develop sensory measures with high temporal stability that can control for maturation.
School of Psychology, Gold Coast Campus, Griffith University, Queensland, Australia.
Craig M
CM
Wright
Elizabeth G
EG
Conlon
D000161:Acoustic Stimulation / Q000379:methods; D000704:Analysis of Variance; D001307:Auditory Perception / Q000502:physiology*; D002648:Child; D004410:Dyslexia / Q000150:complications*; D006801:Humans; D008137:Longitudinal Studies; D008570:Memory, Short-Term / Q000502:physiology; D009039:Motion Perception / Q000502:physiology; D009483:Neuropsychological Tests; D010468:Perceptual Disorders / Q000209:etiology*; D010775:Photic Stimulation / Q000379:methods; D011594:Psychometrics; D011601:Psychophysics; D011930:Reaction Time / Q000502:physiology; D013223:Statistics as Topic; D014706:Verbal Learning / Q000502:physiology; D014796:Visual Perception / Q000502:physiology*