Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.
Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Leuven, Belgium.
Dev Sci. 2022 May;25(3):e13186. doi: 10.1111/desc.13186. Epub 2021 Nov 18.
Dyslexia has frequently been related to atypical auditory temporal processing and speech perception. Results of studies emphasizing speech onset cues and reinforcing the temporal structure of the speech envelope, that is, envelope enhancement (EE), demonstrated reduced speech perception deficits in individuals with dyslexia. The use of this strategy as auditory intervention might thus reduce some of the deficits related to dyslexia. Importantly, reading-skill interventions are most effective when they are provided during kindergarten and first grade. Hence, we provided a tablet-based 12-week auditory and phonics-based intervention to pre-readers at cognitive risk for dyslexia and investigated the effect on auditory temporal processing with a rise time discrimination (RTD) task. Ninety-one pre-readers at cognitive risk for dyslexia (aged 5-6) were assigned to two groups receiving a phonics-based intervention and playing a story listening game either with (n = 31) or without (n = 31) EE or a third group playing control games and listening to non-enhanced stories (n = 29). RTD was measured directly before, directly after and 1 year after the intervention. While the groups listening to non-enhanced stories mainly improved after the intervention during first grade, the group listening to enhanced stories improved during the intervention in kindergarten and subsequently remained stable during first grade. Hence, an EE intervention improves auditory processing skills important for the development of phonological skills. This occurred before the onset of reading instruction, preceding the maturational improvement of these skills, hence potentially giving at risk children a head start when learning to read. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=e0BfT4dGXNA.
阅读障碍症通常与非典型的听觉时间处理和语音感知有关。强调语音起始线索并加强语音包络的时间结构，即包络增强（EE）的研究结果表明，阅读障碍症个体的语音感知缺陷减少。因此，这种策略作为听觉干预可能会减少一些与阅读障碍症相关的缺陷。重要的是，阅读技能干预在幼儿园和一年级期间提供时效果最佳。因此，我们为认知上有阅读障碍风险的学龄前儿童提供了基于平板电脑的为期 12 周的听觉和语音基础干预，并使用上升时间辨别（RTD）任务研究了该干预对听觉时间处理的影响。91 名认知上有阅读障碍风险的学龄前儿童（年龄 5-6 岁）被分配到接受基于语音的干预并玩故事听力游戏的两组（n=31），一组（n=31）和一组（n=29）玩控制游戏并听非增强的故事。RTD 在干预前、干预后和干预后 1 年直接测量。虽然听非增强故事的组主要在一年级期间在干预后提高，但听增强故事的组在幼儿园期间在干预期间提高，随后在一年级期间保持稳定。因此，EE 干预提高了对语音技能发展很重要的听觉处理技能。这发生在阅读指导开始之前，这些技能的成熟改善之前，因此，当儿童学习阅读时，有风险的儿童可能会获得领先优势。本文的视频摘要可以在 https://www.youtube.com/watch?v=e0BfT4dGXNA 上观看。
