Bonacina Silvia, Krizman Jennifer, White-Schwoch Travis, Nicol Trent, Kraus Nina
Auditory Neuroscience Laboratory, Northwestern University, 2240 Campus Drive, Evanston, IL, 60208, USA.
Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, USA.
Cogn Process. 2020 Nov;21(4):575-581. doi: 10.1007/s10339-020-00984-6. Epub 2020 Jun 30.
Difficulty in performing rhythmic tasks often co-occurs with literacy difficulties. Motivated by evidence showing that people can vary in their performance across different rhythmic tasks, we asked whether two rhythmic skills identified as distinct in school-age children and young adults would reveal similar or different relationships with two literacy skills known to be important for successful reading development. We addressed our question by focusing on 55 typically developing children (ages 5-8). Results show that drumming to a beat predicted the variability of rapid naming but not of phonological awareness, whereas tapping rhythmic patterns predicted phonological awareness, but not rapid naming. Our finding suggests that rhythmic interventions can be tailored to address PA and RAN deficits specifically in reading disabled children.
执行节奏任务的困难常常与读写困难同时出现。鉴于有证据表明人们在不同节奏任务中的表现存在差异，我们提出疑问：在学龄儿童和年轻人中被认定为不同的两种节奏技能，与已知对成功阅读发展很重要的两种读写技能之间，会呈现相似还是不同的关系。我们通过聚焦55名发育正常的儿童（5 - 8岁）来解决这个问题。结果显示，跟着节拍击鼓可预测快速命名的变异性，但不能预测语音意识；而敲击节奏模式可预测语音意识，但不能预测快速命名。我们的研究结果表明，节奏干预可以专门针对阅读障碍儿童的语音意识和快速自动命名缺陷进行调整。
