Visual and auditory temporal processing and early reading development

Visual and auditory temporal processing and early reading development 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. Copyright © 2004 John Wiley & Sons, Ltd. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Dyslexia Wiley

Visual and auditory temporal processing and early reading development

Dyslexia, Volume 10 (3) – Aug 1, 2004

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Publisher
Wiley
Copyright
Copyright © 2004 John Wiley & Sons, Ltd.
ISSN
1076-9242
eISSN
1099-0909
DOI
10.1002/dys.273
Publisher site
See Article on Publisher Site

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. Copyright © 2004 John Wiley & Sons, Ltd.

Journal

DyslexiaWiley

Published: Aug 1, 2004

References

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