Low level visual and auditory processing in dyslexic readers.
Item
-
Title
-
Low level visual and auditory processing in dyslexic readers.
-
Identifier
-
AAI9432326
-
identifier
-
9432326
-
Creator
-
Bedi, Gail C.
-
Contributor
-
Adviser: Jeffrey M. Halperin
-
Date
-
1994
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Psychology, Developmental | Education, Reading | Education, Special
-
Abstract
-
The perceptual deficit hypothesis of dyslexia states that the difficulties dyslexic children encounter in learning to read are related to deficits in perceptual processing. Most investigations of this hypothesis have focussed upon either auditory or visual processing. This approach fosters the conception of dyslexia as a unitary disorder caused by one or the other perceptual deficit. This study examined both auditory and visual processing in dyslexic children. Twenty-nine dyslexics, 49 chronologically-age-matched normal readers (CA controls) and 17 younger normal readers who had the same absolute reading ability as the dyslexics (RA controls) were administered a battery of three auditory perception tests and three visual perception tests. These tests were designed to assess discrimination, temporal order and closure in each sensory modality. They were also administered a test of single word spelling. It was expected that dyslexics would be impaired in auditory and visual processing relative to both CA and RA controls. Further, it was expected that it would be possible to subgroup dyslexic children on the basis of their having auditory and/or visual processing deficits and that each of these subgroups would be associated with distinct strengths and weaknesses on the spelling test of the Boder Test of Reading-Spelling Patterns. Results of this study did not support the perceptual deficit hypothesis of dyslexia. Dyslexics could not be discriminated from CA or RA controls on the basis of their performance on auditory and/or visual processing tests. Further, subgroups of dyslexics, based upon the presence or absence of auditory and/or visual processing deficits, were not significantly different from each other in their pattern of spelling errors. However, dyslexics were found to have a deficit in processing temporal order information, regardless of the modality of presentation. Further, dyslexics who were impaired in temporal order processing within both the auditory and visual modalities performed significantly below dyslexics who had no impairment in either auditory or visual temporal order processing on a measure presumed to assess the ability to employ phonics in spelling. Thus, it appears that impaired temporal order processing plays a role in dyslexia irrespective of sensory modality.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
