by David L. Share, Anthony F. Jorm, Rod Maclean & Russel Matthews.
The present investigation examined the hypothesis that early auditory temporal processing deficits cause later specific reading disability by impairing phonological processing (Farmer & Klein 1995; Tallal 1980, 1984). Temporal processing ability at school entry was examined using Tallal's Repetition Test in a large unselected sample of over 500 children followed over subsequent years.
Although our data con?rmed the presence of certain nonspeech auditory processing de?cits in children later classi?ed as speci?c reading-disabled, many ?ndings were clearly at odds with a causal interpretation of this relationship. (1) Reading-disabled (RD) children were impaired at school entry on the subtest with long interstimulus intervals (ISIs) but not the critical short-ISI subtest. (2) RD children were not inferiorto reading-age (RA) controls. (3) A subgroup of RD children with evidence of temporal de?cits were no less pro?cient on later phonological or reading measures than RD children with no evidence of early temporal impairment. (4) Although there was a reliable concurrent correlation between temporal de?cits and phonological awareness at school entry (suggesting a possible common cause explanation), early temporal de?cits did not predict later phonological impairment, pseudoword processing dif?culties, or speci?c reading disability.
On theother hand, early temporal de?cits did predict later oral receptive vocabulary and reading comprehension weaknesses. These ?ndings suggest that auditory temporal de?cits in dyslexics may be associated with the same dysphasic-type symptoms observed by Tallal and her colleagues in speci?c language-impaired populations, but do not cause the core phonological de?cits that characterize dyslexic groups.
David L. Share, Anthony F. Jorm, Rod Maclean & Russel Matthews. (2002). Temporal processing and reading disability. Reading and Writing: An Interdisciplinary Journal 15: 151—178.
Our Dynaread team members are required to hold themselves accountable for serving our clients in adherence with our core values...
Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.