Low-Level Deficits in Beat Perception: Neither Necessary nor Sufficient for Explaining Developmental Dyslexia in a Consistent Orthography

Autor/inn/en	Papadopoulos, Timothy C.; Georgiou, George K.; Parrila, Rauno K.
Titel	Low-Level Deficits in Beat Perception: Neither Necessary nor Sufficient for Explaining Developmental Dyslexia in a Consistent Orthography
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 6, S.1841-1856 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.04.009
Schlagwörter	Dyslexia; Greek; Auditory Perception; Language Rhythm; Grade 2; Grade 4; Grade 6; Elementary School Students; Phonology; Short Term Memory; Reading Fluency + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Grieche; Griechisch; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachrhythmus; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Fonologie; Kurzzeitgedächtnis
Abstract	This article reports two different studies examining the theoretical account of low-level deficits in beat perception as an alternative explanation of developmental dyslexia in Greek, an orthographically consistent language. Study I examined the relationship of amplitude rise time and frequency discrimination with measures of phonological processing, working memory, and reading fluency in a large unselected sample of Grade 4 children. Study II examined the presence of beat perception deficits in groups of Grade 2, 4, and 6 children with dyslexia and their chronological age controls. The results provided no evidence to support meaningful associations between beat perception tasks and reading or the theoretical account of beat perception deficits as a sufficient explanation or contributing factor to dyslexia. Implications on the importance of auditory processing in reading in orthographically consistent languages are discussed. (Contains 2 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10