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Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities

Published online by Cambridge University Press:  01 July 2009

J. A. HÄMÄLÄINEN ,
P. H. T. LEPPÄNEN ,
K. EKLUND ,
J. THOMSON ,
U. RICHARDSON ,
T. K. GUTTORM ,
C. WITTON ,
A.-M. POIKKEUS ,
U. GOSWAMI  and
H. LYYTINEN
J. A. HÄMÄLÄINEN*
Affiliation:
University of Jyväskylä
P. H. T. LEPPÄNEN
Affiliation:
University of Jyväskylä
K. EKLUND
Affiliation:
University of Jyväskylä
J. THOMSON
Affiliation:
Harvard University
U. RICHARDSON
Affiliation:
University of Jyväskylä
T. K. GUTTORM
Affiliation:
University of Jyväskylä
C. WITTON
Affiliation:
Aston University
A.-M. POIKKEUS
Affiliation:
University of Jyväskylä
U. GOSWAMI
Affiliation:
University of Cambridge
H. LYYTINEN
Affiliation:
University of Jyväskylä
*
ADDRESS FOR CORRESPONDENCE J. A. Hämäläinen, Department of Psychology, P.O. Box 35, Agora, University of Jyväskylä, Jyväskylä 40014, Finland. E-mail: [email protected]
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Abstract

Our goal was to investigate auditory and speech perception abilities of children with and without reading disability (RD) and associations between auditory, speech perception, reading, and spelling skills. Participants were 9-year-old, Finnish-speaking children with RD (N = 30) and typically reading children (N = 30). Results showed significant group differences between the groups in phoneme duration discrimination but not in perception of amplitude modulation and rise time. Correlations among rise time discrimination, phoneme duration, and spelling accuracy were found for children with RD. Those children with poor rise time discrimination were also poor in phoneme duration discrimination and in spelling. Results suggest that auditory processing abilities could, at least in some children, affect speech perception skills, which in turn would lead to phonological processing deficits and dyslexia.

Type
Articles
Information
Applied Psycholinguistics , Volume 30 , Issue 3 , July 2009 , pp. 511 - 530
Copyright
Copyright © Cambridge University Press 2009

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