Purpose: Reading disability (RD) is frequently associated with deficits in auditory processing (i.e., processing speech and non-linguistic sounds). Several hypotheses exist regarding the link between RD and auditory processing, but none fully account for the range/variety of auditory impairments reported in the literature. These impairments have…

Auditory selective attention forms an important foundation of children's learning by enabling the prioritisation and encoding of relevant stimuli. It may also influence reading development, which relies on metalinguistic skills including the awareness of the sound structure of spoken language. Reports of attentional impairments and speech…

Purpose: Pitch perception is important for speech sound learning, and reading acquisition requires integration of speech sounds and written letters. Many individuals with dyslexia exhibit auditory perception deficits that may therefore contribute to their reading impairment given that complex pitch perception is crucial for categorizing speech…

Standardized, large-scale assessment of educational outcomes has become a global phenomenon over the past three decades (Smith, 2016). A key challenge facing assessment designers is that standard formats may be inaccessible or may create barriers to student performance. Schwanke, Smith, and Edyburn's (Schwanke, T. D., 2001) A3 model describes how…

The present longitudinal study investigated the hypothesis that early musical skills (as measured by melodic and rhythmic perception and memory) predict later literacy development via a mediating effect of phonology. We examined 130 French-speaking children, 31 of whom with a familial risk for developmental dyslexia (DD). Their abilities in the…

Purpose: The reading deficit for people with dyslexia is typically associated with linguistic, memory, and perceptual-discrimination difficulties, whose relation to reading impairment is disputed. We proposed that automatic detection and usage of serial sound regularities for individuals with dyslexia is impaired (anchoring deficit hypothesis),…

Auditory processing of temporal information in speech is sustained by synchronized firing of neurons along the entire auditory pathway. In school-aged children and adults with dyslexia, neural synchronization deficits have been found at cortical levels of the auditory system, however, these deficits do not appear to be present in pre-reading…

Speech perception deficits are commonly reported in dyslexia but longitudinal evidence that poor speech perception compromises learning to read is scant. We assessed the hypothesis that phonological skills, specifically phoneme awareness and RAN, mediate the relationship between speech perception and reading. We assessed longitudinal predictive…

Central Auditory Processing Disorder (CAPD) refers to difficulties in perceptual processing of auditory information. It is a difficulty experienced by a person whose pure tone hearing, intelligence, and language abilities are within the appropriate age norms. In children with CAPD, difficulty in spelling and reading loudly can also be observed.…

Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty-three poor readers were compared to…

Purpose: Reading requires the ability to decode and comprehend. Impairments in working memory (WM) are often implicated in students who are poor decoders. It is unclear whether this is a domain-specific issue or a task-specific issue. Therefore, this study examined how auditory-verbal (AV) WM, visual-spatial (VS) WM, and cognitive load affected…

Speech, reading, and writing are the basic forms of linguistic communication. Therefore, it is very important to diagnose any problems with them as early and completely as possible, particularly in children with special needs. One of the methods that focuses primarily on the diagnosis and therapy of such learning difficulties is the one developed…

Purpose: It is unknown whether phonological deficits are the primary cause of developmental dyslexia or whether they represent a secondary symptom resulting from impairments in processing basic acoustic parameters of speech. This might be due, in part, to methodological difficulties. Our aim was to overcome two of these difficulties: the…

Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception--"temporal grouping"--as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6-8 years, with and without dyslexia. Prosodic phrase…

The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and…