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首页> 外文期刊>Research in developmental disabilities >Auditory processing and speech perception in children with specific language impairment: Relations with oral language and literacy skills
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Auditory processing and speech perception in children with specific language impairment: Relations with oral language and literacy skills

机译：特定语言障碍儿童的听觉处理和言语感知：与口语和读写能力的关系

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摘要

This longitudinal study investigated temporal auditory processing (frequency modulation and between-channel gap detection) and speech perception (speech-in-noise and categorical perception) in three groups of 6 years 3 months to 6 years 8 months-old children attending grade 1: (1) children with specific language impairment (SLI) and literacy delay (n= 8), (2) children with SLI and normal literacy (n= 10) and (3) typically developing children (n= 14). Moreover, the relations between these auditory processing and speech perception skills and oral language and literacy skills in grade 1 and grade 3 were analyzed. The SLI group with literacy delay scored significantly lower than both other groups on speech perception, but not on temporal auditory processing. Both normal reading groups did not differ in terms of speech perception or auditory processing. Speech perception was significantly related to reading and spelling in grades 1 and 3 and had a unique predictive contribution to reading growth in grade 3, even after controlling reading level, phonological ability, auditory processing and oral language skills in grade 1. These findings indicated that speech perception also had a unique direct impact upon reading development and not only through its relation with phonological awareness. Moreover, speech perception seemed to be more associated with the development of literacy skills and less with oral language ability.
机译：这项纵向研究调查了3个年龄在1年级的6岁3个月至6岁8个月大的孩子的三组中的时间听觉处理（频率调制和通道间间隙检测）和语音知觉（语音和类别知觉）。 （1）具有特定语言障碍（SLI）和识字延迟的儿童（n = 8），（2）具有SLI和正常识字的儿童（n = 10），以及（3）典型发育中的儿童（n = 14）。此外，分析了这些听觉处理和言语感知能力以及一年级和三年级的口语和读写能力之间的关系。识字延迟的SLI组在语音感知方面得分显着低于其他两组，但在时间听觉处理方面得分不高。两个正常的阅读组在言语感知或听觉处理方面均没有差异。即使控制了一年级的阅读水平，语音能力，听觉处理能力和口语表达能力，语音感知与一年级和三年级的阅读和拼写也有显着相关，并且对三年级的阅读增长具有独特的预测作用。这些发现表明：言语感知不仅对语音发展有影响，而且对阅读发展有着独特的直接影响。此外，言语感知似乎与读写能力的发展更相关，而与口头语言能力的联系则更少。

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