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Siemons-Lühring DI, Hesping AE, Euler HA, Meyer L, Gietmann C, Suchan B, Neumann K. Spelling Proficiency of Children with a Resolved Phonological Speech Sound Disorder Treated with an Integrated Approach-A Long-Term Follow-Up Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1154. [PMID: 37508650 PMCID: PMC10378544 DOI: 10.3390/children10071154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 06/16/2023] [Accepted: 06/28/2023] [Indexed: 07/30/2023]
Abstract
Phonological developmental speech sound disorders (pDSSD) in childhood are often associated with later difficulties in literacy acquisition. The present study is a follow-up of the randomized controlled trial (RCT) on the effectiveness of PhonoSens, a treatment for pDSSD that focuses on improving auditory self-monitoring skills and categorial perception of phoneme contrasts, which could have a positive impact on later spelling development. Our study examines the spelling abilities of 26 German-speaking children (15 girls, 11 boys; mean age 10.1 years, range 9.3-11.2 years) 3-6 years after their successful completion of the PhonoSens treatment. Spelling assessment revealed that only 3 out of 26 participants developed a spelling disorder. In the overall population of fourth-graders, one in five children showed a spelling deficit; in another study of elementary school children, with resolved pDSSD, 18 of 32 children had a spelling deficit. Thus, the applied pDSSD treatment method appears to be associated with positive spelling development. Multiple regression analysis revealed that among the potentially predictive factors for German-speaking children with resolved pDSSD to develop later spelling difficulties, parental educational level and family risk for developmental language disorder (DLD) had an impact on children's spelling abilities; gender and the child's phonological memory had not.
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Affiliation(s)
- Denise I Siemons-Lühring
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Amélie E Hesping
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Harald A Euler
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Lars Meyer
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
- Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1A, 04103 Leipzig, Germany
| | - Corinna Gietmann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Boris Suchan
- Department of Clinical Neuropsychology, Ruhr-University of Bochum, Universitätsstraße 150, 44801 Bochum, Germany
| | - Katrin Neumann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
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2
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Harwood V, Kleinman D, Puggioni G, Baron A. The P300 event related potential predicts phonological working memory skills in school-aged children. Front Psychol 2022; 13:918046. [PMID: 36312112 PMCID: PMC9599408 DOI: 10.3389/fpsyg.2022.918046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 09/08/2022] [Indexed: 11/29/2022] Open
Abstract
The P300 event related potential (ERP) has been cited as a marker of phonological working memory (PWM); however, little is known regarding its relationship to behavioral PWM skills in early school-aged children. The current study investigates the P300 ERP recorded in response to native and non-native (English and Spanish) phoneme contrasts as a predictor of PWM skills in monolingual English-speaking first and second grade children. Thirty-three typically developing children, ages 6–9, completed a battery of phonological processing, language, and cognitive assessments. ERPs were recorded within an auditory oddball paradigm in response to both English phoneme contrasts (/ta/, /pa/) and Spanish contrasts (/t̪a/, /d̪a/). The P300 ERP recorded in response to English phoneme contrasts significantly predicted standard scores on the Nonword Repetition subtest of the Comprehensive Test of Phonological Processing, Second Edition. Spanish contrasts did not elicit a P300 response, nor were amplitude or latency values within the P300 timeframe (250–500 ms) recorded in response to Spanish contrasts related to English nonword repetition performance. This study provides further evidence that the P300 ERP in response to native phonemic contrasts indexes PWM skills, specifically nonword repetition performance, in monolingual children. Further work is necessary to determine the extent to which the P300 response to changing phonological stimuli reflects PWM skills in other populations.
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Affiliation(s)
- Vanessa Harwood
- Department of Communicative Disorders, University of Rhode Island, Kingston, RI, United States
- *Correspondence: Vanessa Harwood,
| | | | - Gavino Puggioni
- Department of Statistics, University of Rhode Island, Kingston, RI, United States
| | - Alisa Baron
- Department of Communicative Disorders, University of Rhode Island, Kingston, RI, United States
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3
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Ma J, Zhu J, Yang Y, Chen F. The Development of Categorical Perception of Segments and Suprasegments in Mandarin-Speaking Preschoolers. Front Psychol 2021; 12:693366. [PMID: 34354636 PMCID: PMC8329735 DOI: 10.3389/fpsyg.2021.693366] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Accepted: 05/27/2021] [Indexed: 11/13/2022] Open
Abstract
This study investigated the developmental trajectories of categorical perception (CP) of segments (i.e., stops) and suprasegments (i.e., lexical tones) in an attempt to examine the perceptual development of phonological categories and whether CP of suprasegments develops in parallel with that of segments. Forty-seven Mandarin-speaking monolingual preschoolers aged four to six years old, and fourteen adults completed both identification and discrimination tasks of the Tone 1-2 continuum and the /pa/-/pha/ continuum. Results revealed that children could perceive both lexical tones and aspiration of stops in a categorical manner by age four. The boundary position did not depend on age, with children having similar positions to adults regardless of speech continuum types. The boundary width, on the other hand, reached the adult-like level at age six for lexical tones, but not for stops. In addition, the within-category discrimination score did not differ significantly between children and adults for both continua. The between-category discrimination score improved with age and achieved the adult-like level at age five for lexical tones, but still not for stops even at age six. It suggests that the fine-grained perception of phonological categories is a protracted process, and the improvement and varying timeline of the development of segments and suprasegments are discussed in relation to statistical learning of the regularities of speech sounds in ambient language, ongoing maturation of perceptual systems, the memory mechanism underlying perceptual learning, and the intrinsic nature of speech elements.
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Affiliation(s)
- Junzhou Ma
- School of Foreign Languages, Taizhou University, Taizhou, China
| | - Jiaqiang Zhu
- School of Foreign Languages, Hunan University, Changsha, China
| | - Yuxiao Yang
- Foreign Studies College, Hunan Normal University, Changsha, China
| | - Fei Chen
- School of Foreign Languages, Hunan University, Changsha, China
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4
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Snowling MJ, Hulme C. Annual Research Review: Reading disorders revisited - the critical importance of oral language. J Child Psychol Psychiatry 2021; 62:635-653. [PMID: 32956509 DOI: 10.1111/jcpp.13324] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Revised: 07/24/2020] [Accepted: 08/11/2020] [Indexed: 02/06/2023]
Abstract
This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed.
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Affiliation(s)
- Margaret J Snowling
- Department of Experimental Psychology, University of Oxford, Oxford, UK.,St John's College, University of Oxford, Oxford, UK
| | - Charles Hulme
- Department of Education, University of Oxford, Oxford, UK
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5
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de Klerk M, de Bree E, Veen D, Wijnen F. Speech discrimination in infants at family risk of dyslexia: Group and individual-based analyses. J Exp Child Psychol 2021; 206:105066. [PMID: 33571710 DOI: 10.1016/j.jecp.2020.105066] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Revised: 11/10/2020] [Accepted: 11/30/2020] [Indexed: 10/22/2022]
Abstract
Deficiencies in discriminating and identifying speech sounds have been widely attested in individuals with dyslexia as well as in young children at family risk (FR) of dyslexia. A speech perception deficit has been hypothesized to be causally related to reading and spelling difficulties. So far, however, early speech perception of FR infants has not been assessed at different ages within a single experimental design. Furthermore, a combination of group- and individual-based analyses has not been made. In this cross-sectional study, vowel discrimination of 6-, 8-, and 10-month-old Dutch FR infants and their nonrisk (no-FR) peers was assessed. Infants (N = 196) were tested on a native English /aː/-/eː/ and non-native English /ɛ/-/æ/ contrast using a hybrid visual habituation paradigm. Frequentist analyses were used to interpret group differences. Bayesian hierarchical modeling was used to classify individuals as speech sound discriminators. FR and no-FR infants discriminated the native contrast at all ages. However, individual classification of the no-FR infants suggests improved discrimination with age, but not for the FR infants. No-FR infants discriminated the non-native contrast at 6 and 10 months, but not at 8 months. FR infants did not show evidence of discriminating the contrast at any of the ages, with 0% being classified as discriminators. The group- and individual-based data are complementary and together point toward speech perception differences between the groups. The findings also indicate that conducting individual analyses on hybrid visual habituation outcomes is possible. These outcomes form a fruitful avenue for gaining more understanding of development, group differences, and prospective relationships.
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Affiliation(s)
- Maartje de Klerk
- Utrecht Institute of Linguistics OTS, Utrecht University, 3512 JK Utrecht, the Netherlands.
| | - Elise de Bree
- Research Institute of Child Development and Education, University of Amsterdam, 1001 NG Amsterdam, the Netherlands
| | - Duco Veen
- Department of Methodology and Statistics, Utrecht University, 3584 CH Utrecht, the Netherlands
| | - Frank Wijnen
- Utrecht Institute of Linguistics OTS, Utrecht University, 3512 JK Utrecht, the Netherlands
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6
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Bidelman GM, Bush LC, Boudreaux AM. Effects of Noise on the Behavioral and Neural Categorization of Speech. Front Neurosci 2020; 14:153. [PMID: 32180700 PMCID: PMC7057933 DOI: 10.3389/fnins.2020.00153] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2019] [Accepted: 02/10/2020] [Indexed: 02/02/2023] Open
Abstract
We investigated whether the categorical perception (CP) of speech might also provide a mechanism that aids its perception in noise. We varied signal-to-noise ratio (SNR) [clear, 0 dB, -5 dB] while listeners classified an acoustic-phonetic continuum (/u/ to /a/). Noise-related changes in behavioral categorization were only observed at the lowest SNR. Event-related brain potentials (ERPs) differentiated category vs. category-ambiguous speech by the P2 wave (~180-320 ms). Paralleling behavior, neural responses to speech with clear phonetic status (i.e., continuum endpoints) were robust to noise down to -5 dB SNR, whereas responses to ambiguous tokens declined with decreasing SNR. Results demonstrate that phonetic speech representations are more resistant to degradation than corresponding acoustic representations. Findings suggest the mere process of binning speech sounds into categories provides a robust mechanism to aid figure-ground speech perception by fortifying abstract categories from the acoustic signal and making the speech code more resistant to external interferences.
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Affiliation(s)
- Gavin M Bidelman
- Institute for Intelligent Systems, University of Memphis, Memphis, TN, United States.,School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States.,Department of Anatomy and Neurobiology, University of Tennessee Health Sciences Center, Memphis, TN, United States
| | - Lauren C Bush
- School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States
| | - Alex M Boudreaux
- School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States
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7
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Al-Fahad R, Yeasin M, Bidelman GM. Decoding of single-trial EEG reveals unique states of functional brain connectivity that drive rapid speech categorization decisions. J Neural Eng 2020; 17:016045. [PMID: 31822643 PMCID: PMC7004853 DOI: 10.1088/1741-2552/ab6040] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
OBJECTIVE Categorical perception (CP) is an inherent property of speech perception. The response time (RT) of listeners' perceptual speech identification is highly sensitive to individual differences. While the neural correlates of CP have been well studied in terms of the regional contributions of the brain to behavior, functional connectivity patterns that signify individual differences in listeners' speed (RT) for speech categorization is less clear. In this study, we introduce a novel approach to address these questions. APPROACH We applied several computational approaches to the EEG, including graph mining, machine learning (i.e., support vector machine), and stability selection to investigate the unique brain states (functional neural connectivity) that predict the speed of listeners' behavioral decisions. MAIN RESULTS We infer that (i) the listeners' perceptual speed is directly related to dynamic variations in their brain connectomics, (ii) global network assortativity and efficiency distinguished fast, medium, and slow RTs, (iii) the functional network underlying speeded decisions increases in negative assortativity (i.e., became disassortative) for slower RTs, (iv) slower categorical speech decisions cause excessive use of neural resources and more aberrant information flow within the CP circuitry, (v) slower responders tended to utilize functional brain networks excessively (or inappropriately) whereas fast responders (with lower global efficiency) utilized the same neural pathways but with more restricted organization. SIGNIFICANCE Findings show that neural classifiers (SVM) coupled with stability selection correctly classify behavioral RTs from functional connectivity alone with over 92% accuracy (AUC = 0.9). Our results corroborate previous studies by supporting the engagement of similar temporal (STG), parietal, motor, and prefrontal regions in CP using an entirely data-driven approach.
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Affiliation(s)
- Rakib Al-Fahad
- Department of Electrical and Computer Engineering, University of Memphis, Memphis, 38152 TN, USA
| | - Mohammed Yeasin
- Department of Electrical and Computer Engineering, University of Memphis, Memphis, 38152 TN, USA
- Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA
| | - Gavin M. Bidelman
- Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA
- School of Communication Sciences & Disorders, University of Memphis, Memphis, TN, USA
- University of Tennessee Health Sciences Center, Department of Anatomy and Neurobiology, Memphis, TN, USA
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8
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Hearnshaw S, Baker E, Munro N. Speech Perception Skills of Children With Speech Sound Disorders: A Systematic Review and Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3771-3789. [PMID: 31525302 DOI: 10.1044/2019_jslhr-s-18-0519] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school-age children with speech sound disorders (SSDs) have difficulties with speech perception. Method Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the most common type of speech perception assessment task-lexical and/or phonetic judgment tasks. Results Across 60 of 73 studies, some or all children with SSDs were reported to have difficulties with speech perception. The meta-analysis showed a significant difference between children with SSDs and children with typically developing speech on lexical and/or phonetic judgment tasks. Conclusion Results from the meta-analysis demonstrate that children with SSDs have difficulties with speech perception. This appears to be the case for some but not all children with SSDs. The findings from this systematic review and meta-analysis also provide insight into the complex range of methodological issues involved in the study of speech perception in children with SSDs and the need for further research. Supplemental Material https://doi.org/10.23641/asha.9808361.
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Affiliation(s)
- Stephanie Hearnshaw
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia
| | - Elise Baker
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia
| | - Natalie Munro
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia
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9
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Bidelman GM, Walker B. Plasticity in auditory categorization is supported by differential engagement of the auditory-linguistic network. Neuroimage 2019; 201:116022. [PMID: 31310863 DOI: 10.1016/j.neuroimage.2019.116022] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Revised: 06/30/2019] [Accepted: 07/12/2019] [Indexed: 12/21/2022] Open
Abstract
To construct our perceptual world, the brain categorizes variable sensory cues into behaviorally-relevant groupings. Categorical representations are apparent within a distributed fronto-temporo-parietal brain network but how this neural circuitry is shaped by experience remains undefined. Here, we asked whether speech and music categories might be formed within different auditory-linguistic brain regions depending on listeners' auditory expertise. We recorded EEG in highly skilled (musicians) vs. less experienced (nonmusicians) perceivers as they rapidly categorized speech and musical sounds. Musicians showed perceptual enhancements across domains, yet source EEG data revealed a double dissociation in the neurobiological mechanisms supporting categorization between groups. Whereas musicians coded categories in primary auditory cortex (PAC), nonmusicians recruited non-auditory regions (e.g., inferior frontal gyrus, IFG) to generate category-level information. Functional connectivity confirmed nonmusicians' increased left IFG involvement reflects stronger routing of signal from PAC directed to IFG, presumably because sensory coding is insufficient to construct categories in less experienced listeners. Our findings establish auditory experience modulates specific engagement and inter-regional communication in the auditory-linguistic network supporting categorical perception. Whereas early canonical PAC representations are sufficient to generate categories in highly trained ears, less experienced perceivers broadcast information downstream to higher-order linguistic brain areas (IFG) to construct abstract sound labels.
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Affiliation(s)
- Gavin M Bidelman
- Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA; School of Communication Sciences & Disorders, University of Memphis, Memphis, TN, USA; University of Tennessee Health Sciences Center, Department of Anatomy and Neurobiology, Memphis, TN, USA.
| | - Breya Walker
- Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA; Department of Psychology, University of Memphis, Memphis, TN, USA; Department of Mathematical Sciences, University of Memphis, Memphis, TN, USA
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10
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O'Brien GE, McCloy DR, Yeatman JD. Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2019; 146:245. [PMID: 31370631 PMCID: PMC6639114 DOI: 10.1121/1.5116568] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 06/20/2019] [Accepted: 06/25/2019] [Indexed: 06/10/2023]
Abstract
It is established that individuals with dyslexia are less consistent at auditory phoneme categorization than typical readers. One hypothesis attributes these differences in phoneme labeling to differences in auditory cue integration over time, suggesting that the performance of individuals with dyslexia would improve with longer exposure to informative phonetic cues. Here, the relationship between phoneme labeling and reading ability was investigated while manipulating the duration of steady-state auditory information available in a consonant-vowel syllable. Children with dyslexia obtained no more benefit from longer cues than did children with typical reading skills, suggesting that poor task performance is not explained by deficits in temporal integration or temporal sampling.
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Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Daniel R McCloy
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Jason D Yeatman
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
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11
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Bidelman GM, Sigley L, Lewis GA. Acoustic noise and vision differentially warp the auditory categorization of speech. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2019; 146:60. [PMID: 31370660 PMCID: PMC6786888 DOI: 10.1121/1.5114822] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Revised: 06/05/2019] [Accepted: 06/07/2019] [Indexed: 06/10/2023]
Abstract
Speech perception requires grouping acoustic information into meaningful linguistic-phonetic units via categorical perception (CP). Beyond shrinking observers' perceptual space, CP might aid degraded speech perception if categories are more resistant to noise than surface acoustic features. Combining audiovisual (AV) cues also enhances speech recognition, particularly in noisy environments. This study investigated the degree to which visual cues from a talker (i.e., mouth movements) aid speech categorization amidst noise interference by measuring participants' identification of clear and noisy speech (0 dB signal-to-noise ratio) presented in auditory-only or combined AV modalities (i.e., A, A+noise, AV, AV+noise conditions). Auditory noise expectedly weakened (i.e., shallower identification slopes) and slowed speech categorization. Interestingly, additional viseme cues largely counteracted noise-related decrements in performance and stabilized classification speeds in both clear and noise conditions suggesting more precise acoustic-phonetic representations with multisensory information. Results are parsimoniously described under a signal detection theory framework and by a reduction (visual cues) and increase (noise) in the precision of perceptual object representation, which were not due to lapses of attention or guessing. Collectively, findings show that (i) mapping sounds to categories aids speech perception in "cocktail party" environments; (ii) visual cues help lattice formation of auditory-phonetic categories to enhance and refine speech identification.
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Affiliation(s)
- Gavin M Bidelman
- School of Communication Sciences & Disorders, University of Memphis, 4055 North Park Loop, Memphis, Tennessee 38152, USA
| | - Lauren Sigley
- School of Communication Sciences & Disorders, University of Memphis, 4055 North Park Loop, Memphis, Tennessee 38152, USA
| | - Gwyneth A Lewis
- School of Communication Sciences & Disorders, University of Memphis, 4055 North Park Loop, Memphis, Tennessee 38152, USA
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12
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O'Brien GE, McCloy DR, Kubota EC, Yeatman JD. Reading ability and phoneme categorization. Sci Rep 2018; 8:16842. [PMID: 30442952 PMCID: PMC6237901 DOI: 10.1038/s41598-018-34823-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Accepted: 10/18/2018] [Indexed: 11/10/2022] Open
Abstract
Dyslexia is associated with abnormal performance on many auditory psychophysics tasks, particularly those involving the categorization of speech sounds. However, it is debated whether those apparent auditory deficits arise from (a) reduced sensitivity to particular acoustic cues, (b) the difficulty of experimental tasks, or (c) unmodeled lapses of attention. Here we investigate the relationship between phoneme categorization and reading ability, with special attention to the nature of the cue encoding the phoneme contrast (static versus dynamic), differences in task paradigm difficulty, and methodological details of psychometric model fitting. We find a robust relationship between reading ability and categorization performance, show that task difficulty cannot fully explain that relationship, and provide evidence that the deficit is not restricted to dynamic cue contrasts, contrary to prior reports. Finally, we demonstrate that improved modeling of behavioral responses suggests that performance does differ between children with dyslexia and typical readers, but that the difference may be smaller than previously reported.
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Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA.
| | - Daniel R McCloy
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Emily C Kubota
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Jason D Yeatman
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
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13
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van den Bunt MR, Groen MA, van der Kleij SW, Noordenbos MW, Segers E, Pugh KR, Verhoeven L. Deficient Response to Altered Auditory Feedback in Dyslexia. Dev Neuropsychol 2018; 43:622-641. [PMID: 30001162 DOI: 10.1080/87565641.2018.1495723] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10-13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading.
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Affiliation(s)
- M R van den Bunt
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M A Groen
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - S W van der Kleij
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M W Noordenbos
- b Centre for Language Studies , Radboud University , Nijmegen , The Netherlands
| | - E Segers
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - K R Pugh
- c Haskins Laboratories , Yale University , New Haven , Connecticut , USA
| | - L Verhoeven
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
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14
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Serniclaes W, Seck M. Enhanced Sensitivity to Subphonemic Segments in Dyslexia: A New Instance of Allophonic Perception. Brain Sci 2018; 8:brainsci8040054. [PMID: 29587419 PMCID: PMC5924390 DOI: 10.3390/brainsci8040054] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 03/16/2018] [Accepted: 03/22/2018] [Indexed: 12/12/2022] Open
Abstract
Although dyslexia can be individuated in many different ways, it has only three discernable sources: a visual deficit that affects the perception of letters, a phonological deficit that affects the perception of speech sounds, and an audio-visual deficit that disturbs the association of letters with speech sounds. However, the very nature of each of these core deficits remains debatable. The phonological deficit in dyslexia, which is generally attributed to a deficit of phonological awareness, might result from a specific mode of speech perception characterized by the use of allophonic (i.e., subphonemic) units. Here we will summarize the available evidence and present new data in support of the “allophonic theory” of dyslexia. Previous studies have shown that the dyslexia deficit in the categorical perception of phonemic features (e.g., the voicing contrast between /t/ and /d/) is due to the enhanced sensitivity to allophonic features (e.g., the difference between two variants of /d/). Another consequence of allophonic perception is that it should also give rise to an enhanced sensitivity to allophonic segments, such as those that take place within a consonant cluster. This latter prediction is validated by the data presented in this paper.
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Affiliation(s)
- Willy Serniclaes
- Speech Perception Lab., CNRS & Paris Descartes University, 75006 Paris, France.
| | - M'ballo Seck
- Human & Artificial Cognition Lab., Paris 8 University, 93526 Saint-Denis, France.
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Liu HM, Tsao FM. Speech Perception Deficits in Mandarin-Speaking School-Aged Children with Poor Reading Comprehension. Front Psychol 2017; 8:2144. [PMID: 29312031 PMCID: PMC5735369 DOI: 10.3389/fpsyg.2017.02144] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Accepted: 11/27/2017] [Indexed: 11/13/2022] Open
Abstract
Previous studies have shown that children learning alphabetic writing systems who have language impairment or dyslexia exhibit speech perception deficits. However, whether such deficits exist in children learning logographic writing systems who have poor reading comprehension remains uncertain. To further explore this issue, the present study examined speech perception deficits in Mandarin-speaking children with poor reading comprehension. Two self-designed tasks, consonant categorical perception task and lexical tone discrimination task were used to compare speech perception performance in children (n = 31, age range = 7;4-10;2) with poor reading comprehension and an age-matched typically developing group (n = 31, age range = 7;7-9;10). Results showed that the children with poor reading comprehension were less accurate in consonant and lexical tone discrimination tasks and perceived speech contrasts less categorically than the matched group. The correlations between speech perception skills (i.e., consonant and lexical tone discrimination sensitivities and slope of consonant identification curve) and individuals' oral language and reading comprehension were stronger than the correlations between speech perception ability and word recognition ability. In conclusion, the results revealed that Mandarin-speaking children with poor reading comprehension exhibit less-categorized speech perception, suggesting that imprecise speech perception, especially lexical tone perception, is essential to account for reading learning difficulties in Mandarin-speaking children.
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Affiliation(s)
- Huei-Mei Liu
- Department of Special Education, National Taiwan Normal University, Taipei, Taiwan
| | - Feng-Ming Tsao
- Department of Psychology, National Taiwan University, Taipei, Taiwan
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