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Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia: A Longitudinal Study

Published version
Peer-reviewed

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Authors

Huss, Martina 
Mead, Natasha 
Fosker, Tim 

Abstract

Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English‐speaking lower‐ and middle‐class children aged 8 years in 2005 who had dyslexia, or were age‐matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children.

Description

Keywords

Empirical Article, EMPIRICAL ARTICLES

Journal Title

Child Development

Conference Name

Journal ISSN

0009-3920
1467-8624

Volume Title

92

Publisher

Sponsorship
Medical Research Council (G0400574)