Phonological awareness and sinusoidal amplitude modulation in phonological dislexia

ABSTRACT Objective Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). Methods We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Results Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Conclusion Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.

[1]  J. Wouters,et al.  The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia , 2014, Front. Hum. Neurosci..

[2]  S. Zoia,et al.  Rhythm perception and production predict reading abilities in developmental dyslexia , 2014, Front. Hum. Neurosci..

[3]  정성훈.  DIAGNOSTIC AND STATISTIC MANUAL OF MENTAL DISORDERS , 2013 .

[4]  C. Hulme,et al.  Phonological skills and their role in learning to read: a meta-analytic review. , 2012, Psychological bulletin.

[5]  M. Wolf,et al.  A taxometric investigation of developmental dyslexia subtypes. , 2012, Dyslexia.

[6]  Jan Wouters,et al.  Auditory Steady State Cortical Responses Indicate Deviant Phonemic-Rate Processing in Adults With Dyslexia , 2012, Ear and hearing.

[7]  J. Wouters,et al.  Reduced sensitivity to slow-rate dynamic auditory information in children with dyslexia. , 2011, Research in developmental disabilities.

[8]  Charles Hulme,et al.  The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ , 2011, Psychological science.

[9]  R. Abbott,et al.  Letter Naming and Letter Writing Reversals in Children With Dyslexia: Momentary Inefficiency in the Phonological and Orthographic Loops of Working Memory , 2011, Developmental neuropsychology.

[10]  Andrew T. Sabin,et al.  Separable developmental trajectories for the abilities to detect auditory amplitude and frequency modulation , 2011, Hearing Research.

[11]  François Christophe Egidio Pellegrino,et al.  Across-Language Perspective on Speech Information Rate , 2011 .

[12]  R. Wagner,et al.  Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness , 2011, Journal of learning disabilities.

[13]  C. Sandoval-Garcia,et al.  Validation Study of Human Figure Drawing Test in a Colombian School Children Population , 2011, The Spanish journal of psychology.

[14]  A. Ardila,et al.  Performance of Spanish/English bilingual children on a spanish-language neuropsychological battery: preliminary normative data. , 2010, Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists.

[15]  Steven Greenberg,et al.  On the Possible Role of Brain Rhythms in Speech Perception: Intelligibility of Time-Compressed Speech with Periodic and Aperiodic Insertions of Silence , 2009, Phonetica.

[16]  T. Fernández,et al.  Bender Performance and Socioeconomic Status in Mexican Children: A Cross-Cultural Study , 2007, Perceptual and motor skills.

[17]  David Pineda,et al.  NEUROPSI ATTENTION AND MEMORY: A Neuropsychological Test Battery in Spanish with Norms by Age and Educational Level , 2007, Applied neuropsychology.

[18]  Per Henning Uppstad,et al.  The notion of 'phonology' in dyslexia research: cognitivism--and beyond. , 2007, Dyslexia.

[19]  M. R. Olivares-Garcia,et al.  IdentificaciÓn de la lateralidad auditiva mediante una prueba dicÓtica nueva con dígitos en español, y de la lateralidad corporal y orientaciÓn espacial en niños con dislexia y en contrôles , 2005 .

[20]  Christian Füllgrabe,et al.  Temporal envelope perception in dyslexic children , 2002, Neuroreport.

[21]  A Dumont,et al.  Use of temporal envelope cues by children with developmental dyslexia. , 2000, Journal of speech, language, and hearing research : JSLHR.

[22]  A. Poblano,et al.  Phonological and visuo-spatial working memory alterations in dyslexic children. , 2000, Archives of medical research.

[23]  W. Ruijssenaars,et al.  Definition and Treatment of Dyslexia , 1997, Journal of learning disabilities.

[24]  G H Wakefield,et al.  Discrimination of modulation depth of sinusoidal amplitude modulation (SAM) noise. , 1990, The Journal of the Acoustical Society of America.

[25]  J. Sattler,et al.  Ethnicity, socioeconomic status, and pattern of WISC scores as variables that affect psychologists' estimates of "effective intelligence". , 1976, Journal of clinical psychology.

[26]  H. Levitt.  Transformed up-down methods in psychoacoustics. , 1971, The Journal of the Acoustical Society of America.

[27]  Y. Peñaloza-López,et al.  [Assessment of central auditory processes in Spanish in children with dyslexia and controls. Binaural Fusion Test and Filtered Word Test]. , 2009, Acta otorrinolaringologica espanola.

[28]  S. J. Ruiz,et al.  Assessment of central auditory processes in evaluated in Spanish in children with dyslexia and controls. Binaural Fusion Test and Filtered Word Test , 2009 .

[29]  Y. Peñaloza-López,et al.  [Identification of auditory laterality by means of a new dichotic digit test in Spanish, and body laterality and spatial orientation in children with dyslexia and in controls]. , 2005, Revista de neurologia.