Directional effects between rapid auditory processing and phonological awareness in children / Erin PHINNEY JOHNSON in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.902-910 Titre : Directional effects between rapid auditory processing and phonological awareness in children Type de document : Texte imprimé et/ou numérique Auteurs : Erin PHINNEY JOHNSON, Auteur ; Bruce F. PENNINGTON, Auteur ; Richard BOADA, Auteur ; Nancy RAITANO LEE, Auteur Année de publication : 2009 Article en page(s) : p.902-910 Langues : Anglais (eng) Mots-clés : Rapid-auditory-processing phoneme-awareness reading-ability Index. décimale : PER Périodiques Résumé : Background: Deficient rapid auditory processing (RAP) has been associated with early language impairment and dyslexia. Using an auditory masking paradigm, children with language disabilities perform selectively worse than controls at detecting a tone in a backward masking (BM) condition (tone followed by white noise) compared to a forward masking (FM) condition (tone preceded by white noise). Tallal's (1980) auditory processing hypothesis posits that abnormal RAP leads to reduced (or impaired) phonological awareness (PA), resulting in reading and language difficulties. Alternative theories suggest that impaired PA may have more of a top-down effect on auditory processing. Methods: The current study examines RAP in children tested at two time points, average age 5.6 and average age 8.3, in order to test causal relations between RAP and PA in a path analysis. Additional hierarchical regressions examine how well RAP predicts reading ability when accounting for PA and vocabulary. Results: The path analysis indicates a top-down effect, such that PA has a larger impact on BM over time than the reverse. Regressions indicate no direct impact of RAP on reading ability. Discussion: The path analysis provides evidence against the auditory processing hypothesis and instead suggests that between the ages of 5 and 8 it is variability in early phonological representations that predicts subsequent lower-level rapid auditory processing. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02064.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787 [article] Directional effects between rapid auditory processing and phonological awareness in children [Texte imprimé et/ou numérique] / Erin PHINNEY JOHNSON, Auteur ; Bruce F. PENNINGTON, Auteur ; Richard BOADA, Auteur ; Nancy RAITANO LEE, Auteur . - 2009 . - p.902-910. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.902-910 Mots-clés : Rapid-auditory-processing phoneme-awareness reading-ability Index. décimale : PER Périodiques Résumé : Background: Deficient rapid auditory processing (RAP) has been associated with early language impairment and dyslexia. Using an auditory masking paradigm, children with language disabilities perform selectively worse than controls at detecting a tone in a backward masking (BM) condition (tone followed by white noise) compared to a forward masking (FM) condition (tone preceded by white noise). Tallal's (1980) auditory processing hypothesis posits that abnormal RAP leads to reduced (or impaired) phonological awareness (PA), resulting in reading and language difficulties. Alternative theories suggest that impaired PA may have more of a top-down effect on auditory processing. Methods: The current study examines RAP in children tested at two time points, average age 5.6 and average age 8.3, in order to test causal relations between RAP and PA in a path analysis. Additional hierarchical regressions examine how well RAP predicts reading ability when accounting for PA and vocabulary. Results: The path analysis indicates a top-down effect, such that PA has a larger impact on BM over time than the reverse. Regressions indicate no direct impact of RAP on reading ability. Discussion: The path analysis provides evidence against the auditory processing hypothesis and instead suggests that between the ages of 5 and 8 it is variability in early phonological representations that predicts subsequent lower-level rapid auditory processing. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02064.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787

Gene × Environment interactions in speech sound disorder predict language and preliteracy outcomes / Lauren M. MCGRATH in Development and Psychopathology, 19-4 (Fall 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-4 (Fall 2007) . - p.1047-1072 Titre : Gene × Environment interactions in speech sound disorder predict language and preliteracy outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. MCGRATH, Auteur ; Shelley DAVIS, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; Richard BOADA, Auteur ; Lawrence D. SHRIBERG, Auteur Année de publication : 2007 Article en page(s) : p.1047-1072 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Few studies have investigated the role of gene × environment interactions (G × E) in speech, language, and literacy disorders. Currently, there are two theoretical models, the diathesis–stress model and the bioecological model, that make opposite predictions about the expected direction of G × E, because environmental risk factors may either strengthen or weaken the effect of genes on phenotypes. The purpose of the current study was to test for G × E at two speech sound disorder and reading disability linkage peaks using a sib-pair linkage design and continuous measures of socioeconomic status, home language/literacy environment, and number of ear infections. The interactions were tested using composite speech, language, and preliteracy phenotypes and previously identified linkage peaks on 6p22 and 15q21. Results showed five G × E at both the 6p22 and 15q21 locations across several phenotypes and environmental measures. Four of the five interactions were consistent with the bioecological model of G × E. Each of these four interactions involved environmental measures of the home language/literacy environment. The only interaction that was consistent with the diathesis–stress model was one involving the number of ear infections as the environmental risk variable. The direction of these interactions and possible interpretations are explored in the discussion. En ligne : http://dx.doi.org/10.1017/s0954579407000533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 [article] Gene × Environment interactions in speech sound disorder predict language and preliteracy outcomes [Texte imprimé et/ou numérique] / Lauren M. MCGRATH, Auteur ; Shelley DAVIS, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; Richard BOADA, Auteur ; Lawrence D. SHRIBERG, Auteur . - 2007 . - p.1047-1072. Langues : Anglais (eng) in Development and Psychopathology > 19-4 (Fall 2007) . - p.1047-1072 Index. décimale : PER Périodiques Résumé : Few studies have investigated the role of gene × environment interactions (G × E) in speech, language, and literacy disorders. Currently, there are two theoretical models, the diathesis–stress model and the bioecological model, that make opposite predictions about the expected direction of G × E, because environmental risk factors may either strengthen or weaken the effect of genes on phenotypes. The purpose of the current study was to test for G × E at two speech sound disorder and reading disability linkage peaks using a sib-pair linkage design and continuous measures of socioeconomic status, home language/literacy environment, and number of ear infections. The interactions were tested using composite speech, language, and preliteracy phenotypes and previously identified linkage peaks on 6p22 and 15q21. Results showed five G × E at both the 6p22 and 15q21 locations across several phenotypes and environmental measures. Four of the five interactions were consistent with the bioecological model of G × E. Each of these four interactions involved environmental measures of the home language/literacy environment. The only interaction that was consistent with the diathesis–stress model was one involving the number of ear infections as the environmental risk variable. The direction of these interactions and possible interpretations are explored in the discussion. En ligne : http://dx.doi.org/10.1017/s0954579407000533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

---

1 (1 - 2 / 2)