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Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity

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Title: Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity
Language: English
Authors: Christmann, Corinna A., Lachmann, Thomas, Steinbrink, Claudia
Source: Journal of Speech, Language, and Hearing Research. Feb 2015 58(1):107-121.
Availability: American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Phonological Awareness, Dyslexia, Developmental Disabilities, Acoustics, German, Vowels, Stimuli, Adolescents, Adults, Reading Difficulties, Auditory Perception, Speech Communication, Cognitive Processes
DOI: 10.1044/2014_JSLHR-L-14-0174
ISSN: 1092-4388
Abstract: 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 comparability of stimulus material and task in speech versus nonspeech conditions. Method: In this study, the authors (a) assessed auditory processing of German vowel center stimuli, spectrally rotated versions of these stimuli, and bands of formants; (b) used the same task for linguistic and nonlinguistic conditions; and (c) varied systematically temporal and spectral parameters inherent in the German vowel system. Forty-two adolescents and adults with and without reading disabilities participated. Results: Group differences were found for all linguistic and nonlinguistic conditions for both temporal and spectral parameters. Auditory deficits were identified in most but not all participants with dyslexia. These deficits were not restricted to speech stimuli--they were also found for nonspeech stimuli with equal and lower complexity compared with the vowel stimuli. Temporal deficits were not observed in isolation. Conclusion: These results support the existence of a general auditory processing impairment in developmental dyslexia.
Abstractor: As Provided
Entry Date: 2015
Accession Number: EJ1059742
Database: ERIC
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  Data: Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity
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  Data: <searchLink fieldCode="AR" term="%22Christmann%2C+Corinna+A%2E%22">Christmann, Corinna A.</searchLink><br /><searchLink fieldCode="AR" term="%22Lachmann%2C+Thomas%22">Lachmann, Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Steinbrink%2C+Claudia%22">Steinbrink, Claudia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Feb 2015 58(1):107-121.
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  Data: American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
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  Data: <searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Vowels%22">Vowels</searchLink><br /><searchLink fieldCode="DE" term="%22Stimuli%22">Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
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  Data: 1092-4388
– Name: Abstract
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  Data: 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 comparability of stimulus material and task in speech versus nonspeech conditions. Method: In this study, the authors (a) assessed auditory processing of German vowel center stimuli, spectrally rotated versions of these stimuli, and bands of formants; (b) used the same task for linguistic and nonlinguistic conditions; and (c) varied systematically temporal and spectral parameters inherent in the German vowel system. Forty-two adolescents and adults with and without reading disabilities participated. Results: Group differences were found for all linguistic and nonlinguistic conditions for both temporal and spectral parameters. Auditory deficits were identified in most but not all participants with dyslexia. These deficits were not restricted to speech stimuli--they were also found for nonspeech stimuli with equal and lower complexity compared with the vowel stimuli. Temporal deficits were not observed in isolation. Conclusion: These results support the existence of a general auditory processing impairment in developmental dyslexia.
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      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Developmental Disabilities
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      – SubjectFull: German
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      – SubjectFull: Adolescents
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      – TitleFull: Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity
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