title: Development of rapid temporal processing and its impact on literacy skills in primary school children.
abstract: In a longitudinal study, auditory and visual temporal order thresholds (TOTs) were investigated in primary school children (N = 236; mean age at first data point = 6;7) at the beginning of Grade 1 and the end of Grade 2 to test whether rapid temporal processing abilities predict reading and spelling at the end of Grades 1 and 2. Auditory and visual TOTs differed but showed comparable developmental trajectories over 20 months. Visual TOTs were not predictive of literacy measures; auditory TOTs in Grade 1 were the best predictor. Interestingly, they were related to spelling in Grade 2 while auditory TOTs in Grade 2 were not, suggesting that rapid auditory processing abilities have a causal influence on literacy development.
authors.affiliation: University of Kaiserslautern; University of Ulm.
authors.forename: Claudia
authors.initials: C
authors.lastname: Steinbrink
authors.forename: Karin
authors.initials: K
authors.lastname: Zimmer
authors.forename: Thomas
authors.initials: T
authors.lastname: Lachmann
authors.forename: Martin
authors.initials: M
authors.lastname: Dirichs
authors.forename: Thomas
authors.initials: T
authors.lastname: Kammer
mesh_terms: D001307:Auditory Perception / Q000502:physiology*; D001309:Auditory Threshold / Q000502:physiology; D002648:Child; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007803:Language Arts; D008137:Longitudinal Studies; D008297:Male; D011932:Reading; D012684:Sensory Thresholds / Q000502:physiology*; D013997:Time Factors; D014796:Visual Perception / Q000502:physiology*