Auditory Perception, Phonological Processing, and Reading Ability/Disability

Betty U. Watson

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

Auditory perception has been proposed as one source of individual variation in the phonological abilities that play a critical role in skilled reading as well as in reading disabilities. A structural equation approach (LISREL, Jöreskog & Sörbom, 1990) was used to analyze relationships among auditory perception, phonological processing, and reading in a sample of 94 college undergraduates, 24 of whom met specific criteria for a reading disability. In the mathematical model that proved to be the best fit to the data, speech perception was strongly related to three of four phonological variables including short- and long-term auditory memory and phoneme segmentation. These phonological variables in turn were strongly related to reading. Nonverbal temporal processing was not significantly related to any of the phonological variables in the structural equations. It was concluded that speech perception, which was measured with speech repetition, syllable sequence discrimination, and degraded speech tasks, may contribute significantly to individual differences in the phonological abilities necessary for skilled reading.

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References

1989Structural Equations with Latent Variables 1991Structural Equations with Latent Variables.2001Boston Naming Test 1989LISREL 7 : a guide to the program and applications 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1988Wechsler memory scale-revised 1980Auditory temporal perception, phonics, and reading disabilities in children 1979Does awareness of speech as a sequence of phones arise spontaneously?

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1995Phonological processing, speech perception, and reading disability: An integrative review 2004Poor Frequency Discrimination Probes Dyslexics with Particularly Impaired Working Memory 2002Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia 1998Spoken word recognition in children with and without specific language impairment 2001Perception of Voice and Tone Onset Time Continua in Children with Dyslexia with and without Attention Deficit/Hyperactivity Disorder

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