Oscillatory “temporal sampling” and developmental dyslexia: toward an over-arching theoretical framework

Abstract

In order to establish the possible causal role of different visual and auditory sensory processes to reading development, and to identify their sequential contributions during the developmental learning trajectory, a range of developmental research designs are required. At minimum, evidence is required that: 1. the sensory/neural deficit precedes being taught to read 2. the sensory/neural deficit affects aspects of cognitive development other than reading (e.g., musical development for auditory deficits, conceptual development for visual deficits) in predictable ways 3. the sensory/neural deficit can be demonstrated when children with dyslexia are compared to younger children whose reading skills are matched with the dyslexics (this research design aims to equate the effect of reading experience on the brain; the reading level match research design) 4. developmental trajectories are followed in longitudinal studies, exploring the complex interplay of auditory and visual sensory/neural and cognitive processes during the development of reading, thereby establishing the developmental primacy of the candidate deficit 5. the sensory/neural deficit is consistent across different languages and orthographies 6. training the candidate deficit has demonstrable effects upon subsequent reading development

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