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Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children

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Bibliographic Details
Title: Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children
Language: English
Authors: Steinbrink, Claudia, Zimmer, Karin, Lachmann, Thomas
Source: Child Development. Jul-Aug 2014 85(4):1711-1726.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 16
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Primary Education
Grade 1
Grade 2
Descriptors: Elementary School Students, Grade 1, Grade 2, Longitudinal Studies, Time, Cognitive Processes, Reading, Spelling, Auditory Perception, Visual Perception, Child Development, Predictor Variables
DOI: 10.1111/cdev.12208
ISSN: 0009-3920
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.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1032844
Database: ERIC
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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.
ISSN:0009-3920
DOI:10.1111/cdev.12208