The relationship of phonological, visual, and temporal processing to reading disabilities
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| Vydáno v: | ProQuest Dissertations and Theses (2000) |
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ProQuest Dissertations & Theses
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| On-line přístup: | Citation/Abstract Full Text - PDF |
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| Abstrakt: | Reading disability (RD) can be defined as unusual difficulty reading despite normal intelligence and adequate opportunity (National Joint Committee on Learning Disabilities, 1987). Numerous theories attempt to explain the underlying causes of RD, but disagreement about the nature of the disorder abounds. Three major theories regarding the types of deficits that underlie RD, namely phonological, visual, and temporal processing difficulties, have not been simultaneously evaluated. The primary goal of the present study was to experimentally evaluate these 3 theoretical approaches to RD. Groups of adults with and without RD were compared on phonological, visual, and temporal processing tasks. Results indicate that better phonological, visual, and temporal processing skills are all associated with better reading ability. As compared to controls, adults with RD had deficits in phonological and temporal processing. Adults with RD were less accurate at manipulating phonemes and reading pseudowords. They also required more trials to correctly identify tones and longer interstimulus intervals (ISIs) to sequence tones. No significant differences between adults with and without RD were found in visual processing skills. Overall, the present study did not yield convincing evidence that visual processing deficits exist in adults with RD but provided partial support for the phonological and temporal processing theories. Adults with RD clearly demonstrated deficits in phonological processing. Furthermore, phonological processing skills were better predictors of reading ability than either visual or temporal processing abilities. Although the phonological processing theory posits that individuals with RD have difficulty only with phonologically based stimuli, the present study found that adults with RD also had difficulty identifying and sequencing tones. Even so, it does not seem that deficits in temporal processing can completely account for the phonological processing deficits in RD. Whereas phonological deficits persist even when individuals with RD have acquired adequate reading skills, temporal processing deficits do not persist. In conclusion, greater understanding of how phonological, visual, and temporal processing skills work in unison is needed in order to fully understand RD. Future research should aim to clarify the interrelationships of these skills and the roles they play in RD. |
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| ISBN: | 9780599826601 |
| Zdroj: | ProQuest Dissertations & Theses Global |