The relationship between basic auditory processing, prosodic sensitivity and reading in German adults

• Published in: Journal of research in reading 2022-02, Vol.45 (1), p.119-136
• Main Authors: Obergfell, Anja L., Schabmann, Alfred, Schmidt, Barbara M.
• Format: Article
• Language: English
• Subjects: Adults; Auditory Perception; Auditory processing; basic auditory processing; Foreign Countries; German language; Phonological Awareness; prosodic sensitivity; Prosody; Reading; Reading processes; Suprasegmentals
• ISSN: 0141-0423; 1467-9817
• DOI: 10.1111/1467-9817.12387

Prosodic sensitivity (PS) and phonological awareness (PA) are reading‐related predictors in children, which themselves might be affected by basic auditory processing (BAP). This study proposes a new model that considers possible relations between all three variables and reading. Skilled adult reading is examined to exclude possible developmental influences and obtain more information about mature reading. One hundred thirty‐eight German‐speaking adults (mean age: 26 years) completed three measures of BAP (frequency, intensity and amplitude rise time discrimination), two sentence‐based PS tasks, a PA task, and three word and nonword reading tasks. Structural equation modelling revealed a significant direct effect of PS on reading, a significant direct effect of BAP on PS and an indirect effect of BAP on reading via PS. The results strengthen the relevance of BAP skills and PS for reading in adults. Highlights What is already known about this topic PA is less important for predicting reading in more experienced readers and in transparent orthographies. PS contributes directly and/or indirectly to reading in children. Little is known how PS contributes to reading in skilled adult readers. BAP skills are associated with PS, PA and reading. What this paper adds A new model including the relations between BAP, PS, PA and reading in skilled adult readers is proposed. Sentence‐based stress sensitivity contributes directly to word‐level reading in skilled adult readers. BAP skills contribute directly to PS and indirectly via PS to reading. Implications for theory, policy or practice PS should be considered as an important factor in adult reading. PS is influenced by BAP. PA no longer has informative value for skilled reading.