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Dyslexia speech perception

Ana A Francisco, Alexandra Jesse, Margriet A Groen, James M McQueen
Purpose: Because reading is an audiovisual process, reading impairment may reflect an audiovisual processing deficit. The aim of the present study was to test the existence and scope of such a deficit in adult readers with dyslexia. Method: We tested 39 typical readers and 51 adult readers with dyslexia on their sensitivity to the simultaneity of audiovisual speech and nonspeech stimuli, their time window of audiovisual integration for speech (using incongruent /aCa/ syllables), and their audiovisual perception of phonetic categories...
January 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
Thijs van Laarhoven, Mirjam Keetels, Lemmy Schakel, Jean Vroomen
Individuals with developmental dyslexia (DD) may experience, besides reading problems, other speech-related processing deficits. Here, we examined the influence of visual articulatory information (lip-read speech) at various levels of background noise on auditory word recognition in children and adults with DD. We found that children with a documented history of DD have deficits in their ability to gain benefit from lip-read information that disambiguates noise-masked speech. We show with another group of adult individuals with DD that these deficits persist into adulthood...
December 18, 2016: Developmental Science
Britt Hakvoort, Elise de Bree, Aryan van der Leij, Ben Maassen, Ellie van Setten, Natasha Maurits, Titia L van Zuijen
Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those without dyslexia (FRND). Method: Data were collected from 9-year-old FRD (n = 37) and FRND (n = 41) children and age-matched controls (n = 49) on CP identification and discrimination and on the phonological processing measures rapid automatized naming, phoneme awareness, and nonword repetition...
December 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
Marina Kalashnikova, Usha Goswami, Denis Burnham
Dyslexia is a neurodevelopmental disorder manifested in deficits in reading and spelling skills that is consistently associated with difficulties in phonological processing. Dyslexia is genetically transmitted, but its manifestation in a particular individual is thought to depend on the interaction of epigenetic and environmental factors. We adopt a novel interactional perspective on early linguistic environment and dyslexia by simultaneously studying two pre-existing factors, one maternal and one infant, that may contribute to these interactions; and two behaviours, one maternal and one infant, to index the effect of these factors...
October 27, 2016: Developmental Science
Britt Hakvoort, Aryan van der Leij, Ellie van Setten, Natasha Maurits, Ben Maassen, Titia van Zuijen
Atypical language lateralization has been marked as one of the factors that may contribute to the development of dyslexia. Indeed, atypical lateralization of linguistic functions such as speech processing in dyslexia has been demonstrated using neuroimaging studies, but also using the behavioral dichotic listening (DL) method. However, so far, DL results have been mixed. The current study assesses lateralization of speech processing by using DL in a sample of children at familial risk (FR) for dyslexia. In order to determine whether atypical lateralization of speech processing relates to reading ability, or is a correlate of being at familial risk, the current study compares the laterality index of FR children who did and did not become dyslexic, and a control group of readers without dyslexia...
September 17, 2016: Brain and Cognition
Ivy Shiue
Rarely do we know the perception toward neighbourhoods in people specifically with health conditions. Therefore, the aim of the present study was to understand the perception toward neighbourhoods among adults with a series of the existing health conditions in a country-wide and population-based setting. Data were retrieved from and analysed in Scottish Household Survey, 2007-2008. Information on demographics, self-reported health conditions and perception toward neighbourhoods and the surrounding facilities was obtained by household interview...
December 2016: Environmental Science and Pollution Research International
Axelle Calcus, Christian Lorenzi, Gregory Collet, Cécile Colin, Régine Kolinsky
PURPOSE: Children with dyslexia have been suggested to experience deficits in both categorical perception (CP) and speech identification in noise (SIN) perception. However, results regarding both abilities are inconsistent, and the relationship between them is still unclear. Therefore, this study aimed to investigate the relationship between CP and the psychometric function of SIN perception. METHOD: Sixteen children with dyslexia, 16 chronological-age controls, and 16 reading-level controls were evaluated in CP of a voicing continuum and in consonant identification in both stationary and fluctuating noises...
August 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
Nathalie Bedoin, Lucie Brisseau, Pauline Molinier, Didier Roch, Barbara Tillmann
Children with developmental language disorders have been shown to be also impaired in rhythm and meter perception. Temporal processing and its link to language processing can be understood within the dynamic attending theory. An external stimulus can stimulate internal oscillators, which orient attention over time and drive speech signal segmentation to provide benefits for syntax processing, which is impaired in various patient populations. For children with Specific Language Impairment (SLI) and dyslexia, previous research has shown the influence of an external rhythmic stimulation on subsequent language processing by comparing the influence of a temporally regular musical prime to that of a temporally irregular prime...
2016: Frontiers in Neuroscience
Usha Goswami, Ruth Cumming, Maria Chait, Martina Huss, Natasha Mead, Angela M Wilson, Lisa Barnes, Tim Fosker
Here we use two filtered speech tasks to investigate children's processing of slow (<4 Hz) versus faster (∼33 Hz) temporal modulations in speech. We compare groups of children with either developmental dyslexia (Experiment 1) or speech and language impairments (SLIs, Experiment 2) to groups of typically-developing (TD) children age-matched to each disorder group. Ten nursery rhymes were filtered so that their modulation frequencies were either low-pass filtered (<4 Hz) or band-pass filtered (22 - 40 Hz)...
2016: Frontiers in Psychology
Maria Kulick Abramson, Peter J Lloyd
BACKGROUND: There is a critical need for tests of auditory discrimination for young children as this skill plays a fundamental role in the development of speaking, prereading, reading, language, and more complex auditory processes. Frequency discrimination is important with regard to basic sensory processing affecting phonological processing, dyslexia, measurements of intelligence, auditory memory, Asperger syndrome, and specific language impairment. PURPOSE: This study was performed to determine the clinical feasibility of the Pitch Discrimination Test (PDT) to screen the preschool child's ability to discriminate some of the acoustic demands of speech perception, primarily pitch discrimination, without linguistic content...
April 2016: Journal of the American Academy of Audiology
Rachel Zoubrinetzky, Gregory Collet, Willy Serniclaes, Marie-Ange Nguyen-Morel, Sylviane Valdois
We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children...
2016: PloS One
Michel Habib, Chloé Lardy, Tristan Desiles, Céline Commeiras, Julie Chobert, Mireille Besson
Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT) method based upon three principles: (1) music-language analogies: training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; (2) the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the "temporal deficit" characteristic of some types of dyslexia; and (3) cross-modal integration, based on converging evidence of impaired connectivity between brain regions in dyslexia and related disorders...
2016: Frontiers in Psychology
Kathryn L Cabbage, Kelly Farquharson, Tiffany P Hogan
Some children with residual deficits in speech production also display characteristics of dyslexia; however, the causes of these disorders--in isolation or comorbidly--remain unknown. Presently, the role of phonological representations is an important construct for considering how the underlying system of phonology functions. In particular, two related skills--speech perception and phonological working memory--may provide insight into the nature of phonological representations. This study provides an exploratory investigation into the profiles of three 9-year-old children: one with residual speech errors, one with residual speech errors and dyslexia, and one who demonstrated typical, age-appropriate speech sound production and reading skills...
November 2015: Seminars in Speech and Language
Christopher J Yuskaitis, Mahsa Parviz, Psyche Loui, Catherine Y Wan, Phillip L Pearl
Music production and perception invoke a complex set of cognitive functions that rely on the integration of sensorimotor, cognitive, and emotional pathways. Pitch is a fundamental perceptual attribute of sound and a building block for both music and speech. Although the cerebral processing of pitch is not completely understood, recent advances in imaging and electrophysiology have provided insight into the functional and anatomical pathways of pitch processing. This review examines the current understanding of pitch processing and behavioral and neural variations that give rise to difficulties in pitch processing, and potential applications of music education for language processing disorders such as dyslexia...
August 2015: Current Neurology and Neuroscience Reports
Wendy Castro-Camacho, Yolanda Peñaloza-López, Santiago J Pérez-Ruiz, Felipe García-Pedroza, Ana L Padilla-Ortiz, Adrián Poblano, Concepción Villarruel-Rivas, Alfredo Romero-Díaz, Aidé Careaga-Olvera
OBJECTIVE: Compare if localization of sounds and words discrimination in reverberant environment is different between children with dyslexia and controls. METHOD: We studied 30 children with dyslexia and 30 controls. Sound and word localization and discrimination was studied in five angles from left to right auditory fields (-90o, -45o, 0o, +45o, +90o), under reverberant and no-reverberant conditions; correct answers were compared. RESULTS: Spatial location of words in no-reverberant test was deficient in children with dyslexia at 0º and +90o...
April 2015: Arquivos de Neuro-psiquiatria
Mona Mourad, Mona Hassan, Manal El-Banna, Samir Asal, Yasmeen Hamza
BACKGROUND: A deficit in the processing of auditory information may underlie problems in understanding speech in the presence of background noise, degraded speech, and in following spoken instructions. Children with auditory processing disorders are challenged in the classroom because of ambient noise levels and maybe at risk for learning disabilities. PURPOSE: 1) Set up and execute screening protocol for auditory processing performance (APP) in primary school children...
April 2015: Journal of the American Academy of Audiology
Fred Hasselman
Several competing aetiologies of developmental dyslexia suggest that the problems with acquiring literacy skills are causally entailed by low-level auditory and/or speech perception processes. The purpose of this study is to evaluate the diverging claims about the specific deficient peceptual processes under conditions of strong inference. Theoretically relevant acoustic features were extracted from a set of artificial speech stimuli that lie on a /bAk/-/dAk/ continuum. The features were tested on their ability to enable a simple classifier (Quadratic Discriminant Analysis) to reproduce the observed classification performance of average and dyslexic readers in a speech perception experiment...
2015: PeerJ
Falk Huettig, Susanne Brouwer
It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns...
May 2015: Dyslexia: the Journal of the British Dyslexia Association
Daniele Schön, Barbara Tillmann
This paper brings together different perspectives on the investigation and understanding of temporal processing and temporal expectations. We aim to bridge different temporal deficit hypotheses in dyslexia, dysphasia, or deafness in a larger framework, taking into account multiple nested temporal scales. We present data testing the hypothesis that temporal attention can be influenced by external rhythmic auditory stimulation (i.e., musical rhythm) and benefits subsequent language processing, including syntax processing and speech production...
March 2015: Annals of the New York Academy of Sciences
Willy Serniclaes, Gregory Collet, Liliane Sprenger-Charolles
Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, grapho-phonemic, and graphemic. These investigations also suggest that the phonemic deficit resides in a different mode of speech perception which is based on allophonic (subphonemic) units rather than phonemic units. Here we review the results of remediation methods that tap into each of these core deficits, and examine how the methods that tap into the phonemic deficit might contribute to the remediation of allophonic perception...
2015: Frontiers in Psychology
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