Visual and auditory temporal processing and early reading development

Michelle Hood · Elizabeth G. Conlon

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected sample of 125 children (68 males, 57 females). Visual and auditory temporal order judgement (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word identification (accuracy) and reading rate (fluency) in early Grade 1 (mean age 5.94 years), even after the effects of age, environment, memory, attention, nonverbal ability, and speech/language problems were accounted for. There were no significant differences in the overall variance accounted for in reading between TOJ measures taken before or after reading had emerged. Both Preschool and Grade 1 measures of auditory TOJ accounted for significant independent variance in reading. However, only visual TOJ performance measured at Grade 1 accounted for unique variance in reading rate. This was discussed in terms of developmental changes in the role of visual temporal processing as reading develops. Reliability of the temporal measures from Preschool to Grade 1 was moderate. The results showed that measures of visual and auditory temporal processing obtained close to school-entry would be a useful addition to predicting risk of early reading difficulties.

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References

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2010Auditory temporal processing and dyslexia in an orthographically consistent language 2011General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy 2006Development of perceptual correlates of reading performance 2005Integration of the visual and auditory networks in dyslexia: a theoretical perspective 2011Dynamic visual perception and reading development in Chinese school children

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