Nonetheless, at the heart of many of these disorders lies a deficit in the ability to recover and/or use phonetic structure in linguistic processing (e.g., Boada & Pennington, 2006 Crain, 1989 Fletcher et al., 1994 Larrivee & Catts, 1999 Liberman, Shankweiler, Liberman, Fowler, & Fischer, 1977 Mann & Liberman, 1984 Mody, Studdert-Kennedy, & Brady, 1997 Nittrouer, 1999 Rosen & Manganari, 2001 Stanovich, 1988). Investigators vary in the criteria used for including children in studies of language problems, with some specifying SLI and others RD. To do so they need to have an awareness of the phonetic structure of speech because the alphabetic system is designed to represent phonetic units ( Mann & Liberman, 1984). The fundamental task of children learning to read is to construct a link between speech and the arbitrary symbols used in writing. Reading is largely a phonetic task for languages such as English that use alphabetic orthographies: When written words are to be read and remembered, they are stored in a phonetic rather than a visual form (e.g., Baddeley, 1970 Conrad, 1964). These results suggest that these children may have an underlying deficit in perceptually organizing sensory information to form coherent categories.Īlthough deficits for SLI are viewed as being in the “language” domain and RD is viewed as being within the domain of “reading”, there is a strong reliance of the latter on the former ( Pennington & Bishop, 2009). Children with PPD showed neither poorer auditory sensitivity nor greater masking than adults and children with TLD, but did demonstrate an unanticipated deficit in category formation for non-speech sounds. All tasks were conducted in quiet and in noise. Dependent measures were: 1) word recognition 2) discrimination of spectral glides and 3) phonetic judgments based on spectral and temporal cues. Children with PPD demonstrated weaker abilities than children with typical language development (TLD) in reading, sentence recall, and phonological awareness. Adults and 8-year-olds with and without phonological processing deficits (PPD) participated. This study examined two problems hypothesized to be possible sources: either poor auditory sensitivity to speech-relevant acoustic properties, mainly formant transitions, or enhanced masking of those properties. Although children with language impairments, including those associated with reading, usually demonstrate deficits in phonological processing, there is minimal agreement as to the source of those deficits.
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