Modelling Relations between Sensory Processing, Speech Perception, Orthographic and Phonological Ability, and Literacy Achievement

Autor/inn/en	Boets, Bart; Wouters, Jan; van Wieringen, Astrid; De Smedt, Bert; Ghesquiere, Pol
Titel	Modelling Relations between Sensory Processing, Speech Perception, Orthographic and Phonological Ability, and Literacy Achievement
Quelle	In: Brain and Language, 106 (2008) 1, S.29-40 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-934X
DOI	10.1016/j.bandl.2007.12.004
Schlagwörter	Reading Difficulties; Spelling; Phonological Awareness; Preschool Children; Auditory Perception; Short Term Memory; Path Analysis; Literacy; Reading Skills; Grade 1; Cognitive Processes; Longitudinal Studies; Dyslexia; Correlation; Diagnostic Tests + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Schreibweise; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Kurzzeitgedächtnis; Pfadanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Korrelation; Diagnostic test; Diagnostischer Test
Abstract	The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling skills. In the visual modality, an analogous problem might interfere with literacy development by affecting orthographic skills. In this prospective longitudinal study, we tested dynamic auditory and visual processing, speech-in-noise perception, phonological ability and orthographic ability in 62 five-year-old preschool children. Predictive relations towards first grade reading and spelling measures were explored and the validity of the global magnocellular model was evaluated using causal path analysis. In particular, we demonstrated that dynamic auditory processing was related to speech perception, which itself was related to phonological awareness. Similarly, dynamic visual processing was related to orthographic ability. Subsequently, phonological awareness, orthographic ability and verbal short-term memory were unique predictors of reading and spelling development. (Contains 2 figures and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10