The Role of Categorical Speech Perception and Phonological Processing in Familial Risk Children with and without Dyslexia

Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial r...

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Bibliographic Details
Published in:Journal of speech, language, and hearing research language, and hearing research, 2016-12, Vol.59 (6), p.1448-1460
Main Authors: Hakvoort, Britt, de Bree, Elise, van der Leij, Aryan, Maassen, Ben, van Setten, Ellie, Maurits, Natasha, van Zuijen, Titia L
Format: Article
Language:English
Subjects:
Accuracy
Acoustics
Analysis
Analysis of Variance
At Risk Persons
Child
Childhood speech perception
Children
Control Groups
Discrimination (Psychology)
Dyslexia
Dyslexia - genetics
Dyslexia - psychology
Family
Foreign Countries
Genetic Predisposition to Disease
Humans
Language Processing
Language Tests
Literacy
Naming
Perception
Phonemic Awareness
Phonetics
Phonological Awareness
Phonology
Reaction Time
Reading
Reading Ability
Repetition
Risk factors
Sensory perception
Skills
Speech
Speech Perception
Studies
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Summary:Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those without dyslexia (FRND). Method: Data were collected from 9-year-old FRD (n = 37) and FRND (n = 41) children and age-matched controls (n = 49) on CP identification and discrimination and on the phonological processing measures rapid automatized naming, phoneme awareness, and nonword repetition. Results: The FRD group performed more poorly on CP than the FRND and control groups. Findings on phonological processing align with the literature in that (a) phonological processing related to reading and (b) the FRD group showed the lowest phonological processing outcomes. Furthermore, CP correlated weakly with reading, but this relationship was fully mediated by rapid automatized naming. Conclusion: Although CP phonological skills are related to dyslexia, there was no strong evidence for a cascade from CP to phonology to reading. Deficits in CP at the behavioral level are not directly associated with dyslexia.
ISSN:1092-4388
1558-9102
DOI:10.1044/2016_JSLHR-L-15-0306