Journal of speech, language, and hearing research : JSLHR · 2011
Investigating speech perception in children with dyslexia: is there evidence of a consistent deficit in individuals?
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Messaoud-Galusi Souhila, Hazan Valerie, Rosen Stuart
Аннотация
PURPOSE: The claim that speech perception abilities are impaired in dyslexia was investigated in a group of 62 children with dyslexia and 51 average readers matched in age.
METHOD: To test whether there was robust evidence of speech perception deficits in children with dyslexia, speech perception in noise and quiet was measured using 8 different tasks involving the identification and discrimination of a complex and highly natural synthetic "bee"-"pea" contrast (copy synthesized from natural models) and the perception of naturally produced words.
RESULTS: Children with dyslexia, on average, performed more poorly than did average readers in the synthetic syllables identification task in quiet and in across-category discrimination (but not when tested using an adaptive procedure). They did not differ from average readers on 2 tasks of word recognition in noise or identification of synthetic syllables in noise. For all tasks, a majority of individual children with dyslexia performed within norms. Finally, speech perception generally did not correlate with pseudoword reading or phonological processing--the core skills related to dyslexia.
CONCLUSIONS: On the tasks and speech stimuli that the authors used, most children with dyslexia did not appear to show a consistent deficit in speech perception.
METHOD: To test whether there was robust evidence of speech perception deficits in children with dyslexia, speech perception in noise and quiet was measured using 8 different tasks involving the identification and discrimination of a complex and highly natural synthetic "bee"-"pea" contrast (copy synthesized from natural models) and the perception of naturally produced words.
RESULTS: Children with dyslexia, on average, performed more poorly than did average readers in the synthetic syllables identification task in quiet and in across-category discrimination (but not when tested using an adaptive procedure). They did not differ from average readers on 2 tasks of word recognition in noise or identification of synthetic syllables in noise. For all tasks, a majority of individual children with dyslexia performed within norms. Finally, speech perception generally did not correlate with pseudoword reading or phonological processing--the core skills related to dyslexia.
CONCLUSIONS: On the tasks and speech stimuli that the authors used, most children with dyslexia did not appear to show a consistent deficit in speech perception.