Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA.
J Acoust Soc Am. 2019 Jul;146(1):245. doi: 10.1121/1.5116568.
It is established that individuals with dyslexia are less consistent at auditory phoneme categorization than typical readers. One hypothesis attributes these differences in phoneme labeling to differences in auditory cue integration over time, suggesting that the performance of individuals with dyslexia would improve with longer exposure to informative phonetic cues. Here, the relationship between phoneme labeling and reading ability was investigated while manipulating the duration of steady-state auditory information available in a consonant-vowel syllable. Children with dyslexia obtained no more benefit from longer cues than did children with typical reading skills, suggesting that poor task performance is not explained by deficits in temporal integration or temporal sampling.
已证实，诵读困难者在听觉音位分类上不如典型读者一致。有一种假说将这些音位标记上的差异归因于随时间推移听觉线索整合的差异，这表明随着对信息丰富的语音线索的接触时间延长，诵读困难者的表现会得到改善。在这里，通过操纵在辅音-元音音节中可用的稳态听觉信息的持续时间，研究了音位标记与阅读能力之间的关系。诵读困难儿童从更长的线索中获得的收益并不比具有典型阅读技能的儿童多，这表明较差的任务表现不能用在时间整合或时间采样方面的缺陷来解释。
