Directional effects between rapid auditory processing and phonological awareness in children

A popular hypothesis holds that specific reading disability (SRD) and specific language impairment (SLI) result from an impaired ability to process rapid and brief sounds. However, the results of experiments that have tested this hypothesis are incongruous. A number of factors could explain these contradictory findings, including the questionable reliability and validity of rapid auditory processing tasks, individual differences in the auditory processing abilities of SRD and SLI populations, the age of listeners, the quality of control groups, and the relationship between verbal and non-verbal auditory processing abilities. These issues highlight the need for future studies to (1) establish the reliability and validity of psychophysical tasks used to assess rapid auditory processing; (2) report the rapid auditory processing scores of individuals rather than just group means; (3) include a wide range of reading and spoken language tests to determine the literacy and oral language profile of people who demonstrate an auditory processing deficit; (4) include clinical comparison groups to determine whether a rapid auditory processing deficit is related specifically to written and spoken language impairments; and (5) examine the relationship between low-level non-verbal, verbal, and phonological processing abilities.

Rapid auditory processing and learning deficits in rats with P1 versus P7 neonatal hypoxic-ischemic injury

Dyslexia is a complex neurodevelopmental disorder characterized by impaired reading ability despite normal intellect, and is associated with specific difficulties in phonological and rapid auditory processing (RAP), visual attention and working memory. Genetic variants in Doublecortin domain-containing protein 2 (DCDC2) have been associated with dyslexia, impairments in phonological processing and in short-term/working memory. The purpose of this study was to determine whether sensory and behavioral impairments can result directly from mutation of the Dcdc2 gene in mice. Several behavioral tasks, including a modified pre-pulse inhibition paradigm (to examine auditory processing), a 4/8 radial arm maze (to assess/dissociate working vs. reference memory) and rotarod (to examine sensorimotor ability and motor learning), were used to assess the effects of Dcdc2 mutation. Behavioral results revealed deficits in RAP, working memory and reference memory in Dcdc2(del2/del2) mice when compared with matched wild types. Current findings parallel clinical research linking genetic variants of DCDC2 with specific impairments of phonological processing and memory ability.

Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children.

Underlying impairments in rapid auditory processing may contribute to disrupted phonological processing, which in turn characterizes developmental language impairment (LI). Identification of a neurobiological feature of LI that is associated with auditory deficits would further support this model. Accordingly, we found that adult male rats with induced cortical malformations were impaired in rapid auditory processing. Since 40-60% of BXSB mice exhibit spontaneous focal cerebrocortical ectopias (as seen in dyslexics brains), we assessed auditory gap detection in adult male BXSB mice. Ectopic mice were significantly worse than non-ectopics in detecting a 5 ms silent gap, but were not significantly impaired at longer gap durations (10-100 ms). Our results confirm that focal cortical malformations are associated with impairments in rapid auditory processing.

Introduction. This paper reviews the research evidence on the impact of music training on children's phonological awareness in the past decade, and discusses the theoretical basis and explanatory model of how music training may promote phonological awareness. Procedure. This paper combs through the experimental evidence on the impact of music training on children's phonological awareness in the past ten years, and discusses some of the regulatory factors that may affect the research results, as well as the neural basis and explanatory model of music training's impact on children’s phonological awareness, and finally looks forward to future research prospects. Results. Music training promotes the auditory processing of speech by affecting the basic auditory neural pathways. Rhythm training promotes the perception of speech duration information, and pitch training promotes the perception of speech frequency information. Music training affects the neural network of speech processing, to further promote phonetic coding, among which rhythm training mainly promotes the recognition and coding of consonants, rhymes and syllables, and pitch training promotes the recognition and coding of vowels, rhymes and syllables. Sound training enhances the relationship between auditory and motor brain areas. Conclusion: The integration of information between the two enhances the motor representation of speech, and the auditory-motor integration ability further improves the quality of speech representation. Research in this field not only reveals the cognitive neural mechanism of human language development, but also has very important practical significance and application value in the field of children's education.

Although a genetic component is known to have an important role in the etiology of developmental dyslexia (DD), we are far from understanding the molecular etiopathogenetic pathways. Reduced measures of neurobiological functioning related to reading (dis)ability, i.e. endophenotypes (EPs), are promising targets for gene finding and the elucidation of the underlying mechanisms. In a sample of 100 nuclear families with DD (229 offspring) and 83 unrelated typical readers, we tested whether a set of well-established, cognitive phenotypes related to DD [i.e. rapid auditory processing (RAP), rapid automatized naming (RAN), multisensory nonspatial attention and visual motion processing] fulfilled the criteria of the EP construct. Visual motion and RAP satisfied all testable criteria (i.e. they are heritable, associate with the disorder, co-segregate with the disorder within a family and represent reproducible measures) and are therefore solid EPs of DD. Multisensory nonspatial attention satisfied three of four criteria (i.e. it associates with the disorder, co-segregates with the disorder within a family and represents a reproducible measure) and is therefore a potential EP for DD. Rapid automatized naming is heritable but does not meet other criteria of the EP construct. We provide the first evidence of a methodologically and statistically sound approach for identifying EPs for DD to be exploited as a solid alternative basis to clinical phenotypes in neuroscience.

This study investigated the role of lexical skills and executive functioning on L1 Dutch and L2 English phonological awareness in children enrolled in bilingual Dutch/English kindergarten in The Netherlands (n = 95) and monolingual Dutch kindergarten (n = 83). Participants had an average age of 5 years and 10 months and completed tasks on phonological awareness, lexical skills (vocabulary and lexical specificity), and executive functioning (sustained visual and auditory attention, behavioural self-regulation, and verbal short-term memory) in the L1 Dutch and the L2 English. Dutch phonological awareness was predicted by self-regulation and verbal short-term memory. English phonological awareness was directly predicted by Dutch phonological awareness and visual sustained attention. The results highlight the importance of executive functioning such as sustained attention, behavioural self-regulation and short-term memory in first and second language learning in kindergarten, and support cross-language transfer effects from L1 to L2 phonological awareness among bilingual learners.

There is a great deal of evidence to support the robust relationship between phonological awareness and literacy development. Researchers are beginning to understand the relationship between the accuracy and distinctiveness of stored phonological representations and performance on phonological awareness tasks. However, many of the tasks currently used to assess the integrity of underlying representations are confounded by requiring spoken output. This paper describes the development of the Quality of Phonological Representations (QPR) task, a task that does not require speech output, and its evaluation in the context of a larger study examining predictors of literacy outcomes in Western Australia. The QPR task was given as part of a larger task battery to a cohort of 235 mainstream children in the last term of their Preprimary year (average age = 5;5) and to 179 children at follow-up at the end of Year 2 (average age = 7;9). Normative data for both accuracy and reaction time are presented in percentile tables (appendix B). In their Preprimary year, children were able to identify correct productions of multi-syllabic words (hits) on average 87.5% of the time, rising to an average of 93.8% in Year 2. As expected, children became quicker at making these judgements, reaction time shifting from an average of 1.1 s in Preprimary to 0.83 s in Year 2. A similar pattern was observed with the data for correct rejections. To make these judgements, the children had to identify a pseudo-word as an incorrect pronunciation by 'Katie the computer'. In the Preprimary year, children were able to reject correctly the pseudo-words on average 68.5% of the time, rising to an average of 81.7% in Year 2. As expected, children became quicker at making these judgements, reaction time shortening from an average of 1.4 s in Preprimary to 0.81 s in Year 2. The QPR task was shown to have moderate reliability and concurrent validity. The QPR task appears to be a useful and cost-effective addition to task batteries aiming to identify at-risk children in the early stages of schooling. The ability to profile children's phonological awareness skills and gain insight into their underlying phonological representation skills allows more informed goal setting and intervention planning.

Preschool impairments in auditory processing and speech perception uniquely predict future reading problems

Objective To study the relationship between language disorders in children and phonological awareness (PA) to identify children with reading difficulties as early as possible. Background PA is an important determiner of success in learning to read and spell. Early speech and early language difficulties are considered to be risk factors associated with future reading difficulties. Children with language difficulties are particularly at risk for poor literacy outcomes. Patients and methods Fifty cases (aged from 5 to 8 years) with delayed language development of average intelligence quotient participated in our study at Phoniatrics unit outpatient clinic in Menoufia University Hospital, from March 2015 to March 2016. They were divided into three groups (A, B, and C) and assessed by Arabic Phonological Awareness Test and Standardized Arabic Language Test. The results of cases were compared with the results of 50 controls matched for age and sex. Moreover, the results of the PA test were correlated with the results of standardized Arabic language test. Results By comparing the performance of PA skills for cases and control in the three age groups, there were significant differences in all skills (P Conclusion Children with specific language impairments require specific therapy that includes explicit focus on PA and letter identification.

Background. Understanding the factors that influence language recovery in aphasia is important for improving prognosis and treatment. Chronic comprehension impairments in Wernicke’s aphasia (WA) are associated with impairments in auditory and phonological processing, compounded by semantic and executive difficulties. This study investigated whether the recovery of auditory, phonological, semantic, or executive factors underpins the recovery from WA comprehension impairments by charting changes in the neuropsychological profile from the subacute to the chronic phase. Method. This study used a prospective, longitudinal observational design. Twelve WA participants with superior temporal lobe lesions were recruited 2 months post–stroke onset (2 MPO). Language comprehension was measured alongside a neuropsychological profile of auditory, phonological, and semantic processing and phonological short-term memory and nonverbal reasoning at 3 poststroke time points: 2.5, 5, and 9 MPO. Results. Language comprehension displayed a strong and consistent recovery between 2.5 and 9 MPO. Improvements were also seen for slow auditory temporal processing, phonological short-term memory, and semantic processing but not for rapid auditory temporal, spectrotemporal, and phonological processing. Despite their lack of improvement, rapid auditory temporal processing at 2.5 MPO and phonological processing at 5 MPO predicated comprehension outcomes at 9 MPO. Conclusions. These results indicate that recovery of language comprehension in WA can be predicted from fixed auditory processing in the subacute stage. This suggests that speech comprehension recovery in WA results from reorganization of the remaining language comprehension network to enable the residual speech signal to be processed more efficiently, rather than partial recovery of underlying auditory, phonological, or semantic processing abilities.

It is well established that phonological awareness (PA) and rapid automatized naming (RAN) tasks reliably predict children’s developing word reading abilities, across a wide range of languages. However, existing research has not yet demonstrated unequivocally whether RAN and PA are independently and causally linked to reading, nor fully explored the underlying cognitive mechanisms. Most existing research has assessed PA and RAN in children who may already have some reading skill, making direction of influence hard to ascertain. To address this, the current longitudinal research initially assessed RAN and PA in a very young sample of 91 English children (mean age: 3;11; SD = 3.7 months), demonstrated to be non-readers. Children were reassessed on RAN, PA, and word-level reading, 18 months (Time 2) and then a further year later (Time 3). To explore underlying mechanisms, separate measures of reading accuracy and fluency were taken, and reading tasks varied according to the extent to which they required alphabetic decoding and lexical, orthographic knowledge. Path analyses revealed that from Time 1 to Time 2 both RAN and PA predicted word reading, indicating temporal precedence, though there was some degree of reciprocity in these relationships. However, by Time 3, while RAN still predicted accuracy and fluency of reading, PA only predicted reading accuracy. Furthermore, findings suggested that while RAN was robustly related to both alphabetic decoding and lexical, orthographic aspects of reading, PA’s relationship was restricted to alphabetic decoding accuracy. Theoretical and practical implications are discussed.

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children.

This study integrates a non-linear inner hair cell model (IHC) into the computational auditory signal processing and perception (CASP) model [Jepsen, Ewert, and Dau (2008). J. Acoust. Am. 124(1), 422-438]. The integration addresses limitations of its more simplistic predecessor that did not reflect the saturation of the IHC transduction process towards high sound pressure levels. While exhibiting distinct processing mechanisms compared to the original model, the revised model maintains predictive power across conditions of intensity discrimination, simultaneous and forward masking, and modulation detection, effectively accounting for data from normal-hearing listeners. Additional updates and refinements to the model are introduced in response to the changes produced by the additional compressive non-linearity and to improve its usability. Overall, the revised CASP model offers a more accurate and intuitive framework for simulating auditory processing and perception under diverse conditions and tasks. This enhanced version may be particularly valuable for studying the influence of the ear's nonlinear response properties on internal auditory representations, including the effects of sensorineural hearing loss on auditory perception.