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Development of thalamus mediates paternal age effect on offspring reading: A preliminary investigation.
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In: Human brain mapping, vol 42, iss 14 (2021)
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Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
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In: Front Psychol (2021)
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Auditory Processing of Non-speech Stimuli by Children in Dual-Language Immersion Programs
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In: Front Psychol (2021)
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Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children
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Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children
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In: ISSN: 1532-799X ; Scientific Studies of Reading (2018) pp. 1-12 (2018)
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Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children
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Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia
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Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia
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Relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
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Plasticity of white matter connectivity in phonetics experts
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In: ISSN: 1863-2653 ; Brain Structure and Function, Vol. 221, No 7 (2016) pp. 3825-3833 (2016)
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A DTI tractography study in pre-readers at risk for dyslexia
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White matter morphometric changes uniquely predict children's reading acquisition.
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In: Psychological science, vol 25, iss 10 (2014)
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The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
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Structural changes in white matter are uniquely related to children’s reading development
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The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
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A tractography study in dyslexia: neuroanatomic correlates of orthographic, phonological and speech processing
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A tractography study in dyslexia: neuroanatomic correlates of orthographic, phonological and speech processing
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Adults with dyslexia are impaired in categorizing speech and nonspeech sounds on the basis of temporal cues
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Abstract:
Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified representations of speech sounds. One hypothesis states that this phonological deficit results from a more fundamental deficit in auditory processing. Despite substantial research effort, the specific nature of these auditory problems remains debated. A first controversy concerns the speech specificity of the auditory processing problems: Can they be reduced to more basic auditory processing, or are they specific to the perception of speech sounds? A second topic of debate concerns the extent to which the auditory problems are specific to the processing of rapidly changing temporal information or whether they encompass a broader range of complex spectro-temporal processing. By applying a balanced design with stimuli that were adequately controlled for acoustic complexity, we show that adults with dyslexia are specifically impaired at categorizing speech and nonspeech sounds that differ in terms of rapidly changing acoustic cues (i.e., temporal cues), but that they perform adequately when categorizing steady-state speech and nonspeech sounds. Thus, we show that individuals with dyslexia have an auditory temporal processing deficit that is not speech-specific.
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Keyword:
Social Sciences
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URL: http://www.ncbi.nlm.nih.gov/pubmed/20498069 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2890794 https://doi.org/10.1073/pnas.0912858107
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