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. 2015 Dec;19(3):125-31.
doi: 10.7874/jao.2015.19.3.125. Epub 2015 Dec 18.

Relation between Phonological Processing, Auditory Processing and Speech Perception among Bilingual Poor Readers

Mohan Kumar Kalaiah  1
Affiliations

Relation between Phonological Processing, Auditory Processing and Speech Perception among Bilingual Poor Readers

Mohan Kumar Kalaiah. J Audiol Otol. 2015 Dec.

Abstract

Background and objectives: A deficit in phonological processing abilities has been hypothesized as a cause of reading deficits among poor readers, but the precise etiology of this deficit is still unknown. Many studies have investigated the relation of auditory processing and speech perception with phonological processing, while the relation between these are not well understood. Thus, the present study was carried out to investigate the relation between these abilities among poor readers.

Subjects and methods: A total of 20 children between 7-12 years of age participated in the study. Among these 10 were typically developing children and 10 were poor readers. Auditory processing, speech perception in noise and phonological processing skills were assessed in both the groups.

Results: Auditory processing was not significantly different between children in both the groups. In contrast, phonological awareness, verbal short-term memory and rapid automatized naming, which reflect phonological processing, and speech perception in noise were found to be significantly affected in poor readers. In addition, the results showed a significant correlation between phonological processing and speech perception in noise.

Conclusions: The present study found a significant relationship between speech perception in noise and phonological processing, while there was no relationship between auditory processing and phonological processing. This finding suggests that poor speech perception among poor readers may be one of the contributing factors for phonological processing deficits, which in turn leads to reading difficulties.

Keywords: Auditory processing; Phonological processing; Poor readers; Reading impairment; Speech perception.

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Figures

Fig. 1
Fig. 1. Mean threshold and standard deviation (in parenthesis) for frequency modulation detection (left) and gap detection tasks (right) across the groups of participants.
Fig. 2
Fig. 2. Mean scores and standard deviation (in parenthesis) for various tasks measuring phonological awareness.*significant difference between the groups at p<0.05.
Fig. 3
Fig. 3. Mean identification scores and standard deviation (in parenthesis) for non-word recognition task across groups.
Fig. 4
Fig. 4. Mean duration and standard deviation (in parenthesis) required for poor readers and typically developing children to complete the tasks measuring rapid automatized naming. *significant difference between the groups at p<0.05.
Fig. 5
Fig. 5. Mean speech identification scores in noise and standard deviation (in parenthesis) across two groups of children. *significant difference between the groups at p<0.05. SNR: signal-to-noise ratio.
See this image and copyright information in PMC

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