Theories of Dyslexia
Support by Changes in Auditory Perception
Keywords:
Dyslexia, Auditory processing, Speech perceptionAbstract
This study aims to examine contemporary theories on dyslexia, based on findings related to changes in auditory processing and speech perception found in dyslexics. The support for the phonological, allophonic and auditory deficit theories of dyslexia is discussed based on findings related to these changes in auditory perception. A new theoretical model is proposed,
according to which dyslexia is a multifactorial-based deficit, with a gamut of associated behavioral symptoms. The deficit presented by dyslexics is partially linguistic, as advocated by the phonological theory, and partially auditory, as advocated by the theory of auditory deficit. Both factors interact and are inseparable in accounting for the symptomatology observed in
reading and writing disorders.
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References
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médias na aquisição da linguagem em crianças. Jornal de
Pediatria, 79 (5), 391-396.
Banai, K., & Kraus, N. (2007). Neurobiology of (central) auditory
processing disorder and language-based learning disability.
Em: F. E. Musiek, G. D. Chermak (Orgs.), Handbook of
(central) auditory processing disorder: Auditory neuroscience
and diagnosis. Singular Publishing Group, San Diego.
Birch, H. G., & Belmont, L. (1964). Auditory-visual integration
in normal and retarded readers. American Journal of
Orthopsychiatry, 34, 852-61.
Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J.,
& Ghesquière, P. (2011). Preschool impairments in auditory
processing and speech perception uniquely predict future reading
problems. Research in Developmental Disabilities, 32 (2), 560-570.
Boets, B., Wouters, J., Van Wieringen, A., & Ghesquière, P. (2007).
Auditory processing, speech perception and phonological
ability in pre-school children at high-risk for dyslexia: A
longitudinal study of the auditory temporal processing theory.
Neuropsychologia, 45 (8), 1608-1620.
Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-
Charolles, L. (2008). Discrimination of speech sounds by
children with dyslexia: Comparisons with chronological age
and reading level controls. Journal of Experimental Child
Psychology, 101 (2), 137-155.
Cristófaro-Silva, T. (2002). Descartando fonemas: A representação
mental na fonologia de uso. Em: D. Hora, & G. Collischon.
Teoria linguística: Fonologia e outros temas. João Pessoa:
Editora Universitária.
Eimas, P. D. (1975). Auditory and phonetic coding of the cues for
speech: Discrimination of the [rl] distinction by young infants.
Perception & Psychophysics, 18 (5), 341-347.
Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971).
Speech perception in infants. Science, 171 (3968), 303-306.
Elangovan, S., & Stuart, A. (2008). Natural boundaries in gap
detection are related to categorical perception of stop
consonants. Ear and Hearing, 29 (5), 761-774.
Eugênio, M. L., Escalda, J. L., & Lemos, S. M. A. (2012).
Desenvolvimento cognitivo, auditivo e linguístico em crianças
expostas à música: Produção de conhecimento nacional e
internacional. Revista CEFAC, 14 (5), 992-1003.
Fischer, B., & Hartnegg, K. (2004). On the development of lowlevel
auditory discrimination and deficits in dyslexia. Dyslexia,
10, 105-118.
Frost, R. (1998). Toward a strong phonological theory of visual
word recognition: True issues and false trails. Psychological
Bulletin, 123 (1), 71-99.
Frota, S., & Pereira, L. D. (2010). Processamento auditivo: Estudo
em crianças com distúrbios da leitura e da escrita. Revista
Psicopedagogia, 27 (83), 214-222.
Goswami, U. (2015). Sensory theories of developmental dyslexia:
Three challenges for research. Nature Reviews Neuroscience,
16 (1), 43-54.
Hautus, M. J., Setchell, G. J., Waldie, K. E., & Kirk, I. J. (2003).
Age" related improvements in auditory temporal resolution in
reading" impaired children. Dyslexia, 9 (1), 37-45.
Hoonhorst, I., Medina, V., Colin, C., Markessis, E., Radeau, M.,
Deltenre, P., & Serniclaes, W. (2011). Categorical perception
of voicing, colors and facial expressions: A developmental
study. Speech Communication, 53 (3), 417-430.
Jucla, M., Nenert, R., Chaix, Y., & Demonet, J. F. (2010).
Remediation effects on N170 and P300 in children with
developmental dyslexia. Behavioural Neurology, 22 (3-4),
121-129.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech
code. Nature Reviews Neuroscience, 5 (11), 831-843.
Landerl, K., & Willburger, E. (2010). Temporal processing,
attention, and learning disorders. Learning and Individual
Differences, 20 (5), 393-401.
Liberman, A. M., Harris, K. S. Hoffman, H. S., & Griffith, B. C.
(1957). The discrimination of speech sounds within and across
phoneme boundaries. Journal of Experimental Psychology,
54, 358-368.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the
problems of learning to read and write. Remedial and Special
Education, 6, 8-17.
Luotonen, M., Uhari, M., Aitola, L., Lukkaroinen, A. M., Luotonen,
J., & Uhari, M. (1998). A nation-wide, population-based survey
of otitis media and school achievement. International Journal
of Pediatric Otorhinolaryngology, 43, 41-51.
Morais, J. (2009). Representações fonológicas na aprendizagem
da leitura e na leitura competente. Em: Encontro Nacional da
Associação Portuguesa de Linguística, XXIV. Lisboa: APL,
7-21.
Noordenbos, M. W., & Serniclaes, W. (2015). The categorical
perception deficit in dyslexia: A meta-analysis. Scientific
Studies of Reading, 19 (5), 340-359.
Oliveira, J. C. (2011). Processamento auditivo (central) em crianças
com dislexia: Avaliação comportamental e eletrofisiológica.
Dissertação de Mestrado, Universidade de São Paulo, São
Paulo.
Peterson, R. L., & Pennington, B. F. (2012). Developmental
dyslexia. The Lancet, 379 (9830), 1997-2007.
Prestes, M. R. D. (2016). Dislexia e Alteração no Processamento
Auditivo Temporal: Colocando a Alteração Perceptual
Auditiva em seu Lugar. Tese de Doutorado, Universidade de
Brasília, Brasília.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M.,
White, S., & Frith, U. (2003). Theories of developmental
dyslexia: insights from a multiple case study of dyslexic adults.
Brain,126, 841-865.
Rosen, S. (1992). Temporal information in speech: Acoustic,
auditory and linguistic aspects. Philosophical Transactions of
the Royal Society Biological Sciences, 336 (1278), 367-373.
Ruben, R. J. (1999). Persistency of an effect: otitis media during
the first year of life with nine years follow-up. International
Journal of Pediatric Otorhinolaryngology, 49, S115-S118.
Serniclaes, W. (2006). Allophonic perception in developmental
dyslexia: Origin, reliability and implications of the categorical
perception deficit. Written Language & Literacy, 9 (1), 135-152.
Serniclaes, W. (2011). Percepción alofónica en la dislexia: Una
revisión. Escritos de Psicología, 4(2), 25-34.
Serniclaes, W., Van Heghe, S., Mousty, P., Carré, R., & Sprenger-
Charolles, L. (2004). Allophonic mode of speech perception
in dyslexia. Journal of Experimental Child Psychology, 87(4),
336-361.
Serniclaes, W., Sprenger-Charolles, L., Carré, R., & Démonet,
J. F. (2001). Perceptual discrimination of speech sounds in
dyslexics. Journal of Speech Language and Hearing Research,
44, 384-399.
Shinn, J. B. (2003). Temporal processing: The basics. The Hearing
Journal, 56 (7), 52.
Tallal, P. (1980). Auditory temporal perception, phonics and reading
disabilities in children. Brain and Language, 9,182-198.
Tallal, P., Miller, S., & Fitch, R. H. (1993). Neurobiological basis
of speech: A case for the preeminence of temporal processing.
Annals of the New York Academy of Sciences, 682 (1), 27-47.
Tristão, R. M., & Feitosa, M. A. G. (2003). Percepção da fala em bebês
no primeiro ano de vida. Estudos de Psicologia, 8 (3), 459-467.
Vandermosten, M., Boets, B., Luts, H., Poelmans, H., Golestani, N.,
Wouters, J., & Ghesquière, P. (2010). Adults with dyslexia are
impaired in categorizing speech and nonspeech sounds on the
basis of temporal cues. Proceedings of the National Academy
of Sciences, 107 (23), 10389-10394.
Wit, E., Visser-Bochane, M. I., Steenbergen, B., Van Dijk, P., Van
der Schans, C. P., & Luinge, M. R. (2016). Characteristics of
auditory processing disorders: A systematic review. Journal
of Speech, Language, and Hearing Research, 59 (2), 384-413.
Zeng, F. G., & Djalilian, H. (2010). Hearing impairment. Em C.
Plack (Org.). The Oxford Handbook of Auditory Science: Vol
3. Hearing (pp 325-347). New York: Oxford.
Zoubrinetzky, R., Bielle, F., & Valdois, S. (2014). New insights
on developmental dyslexia subtypes: heterogeneity of mixed
reading profiles. PloS One, 9 (6), e99337.
médias na aquisição da linguagem em crianças. Jornal de
Pediatria, 79 (5), 391-396.
Banai, K., & Kraus, N. (2007). Neurobiology of (central) auditory
processing disorder and language-based learning disability.
Em: F. E. Musiek, G. D. Chermak (Orgs.), Handbook of
(central) auditory processing disorder: Auditory neuroscience
and diagnosis. Singular Publishing Group, San Diego.
Birch, H. G., & Belmont, L. (1964). Auditory-visual integration
in normal and retarded readers. American Journal of
Orthopsychiatry, 34, 852-61.
Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J.,
& Ghesquière, P. (2011). Preschool impairments in auditory
processing and speech perception uniquely predict future reading
problems. Research in Developmental Disabilities, 32 (2), 560-570.
Boets, B., Wouters, J., Van Wieringen, A., & Ghesquière, P. (2007).
Auditory processing, speech perception and phonological
ability in pre-school children at high-risk for dyslexia: A
longitudinal study of the auditory temporal processing theory.
Neuropsychologia, 45 (8), 1608-1620.
Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-
Charolles, L. (2008). Discrimination of speech sounds by
children with dyslexia: Comparisons with chronological age
and reading level controls. Journal of Experimental Child
Psychology, 101 (2), 137-155.
Cristófaro-Silva, T. (2002). Descartando fonemas: A representação
mental na fonologia de uso. Em: D. Hora, & G. Collischon.
Teoria linguística: Fonologia e outros temas. João Pessoa:
Editora Universitária.
Eimas, P. D. (1975). Auditory and phonetic coding of the cues for
speech: Discrimination of the [rl] distinction by young infants.
Perception & Psychophysics, 18 (5), 341-347.
Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971).
Speech perception in infants. Science, 171 (3968), 303-306.
Elangovan, S., & Stuart, A. (2008). Natural boundaries in gap
detection are related to categorical perception of stop
consonants. Ear and Hearing, 29 (5), 761-774.
Eugênio, M. L., Escalda, J. L., & Lemos, S. M. A. (2012).
Desenvolvimento cognitivo, auditivo e linguístico em crianças
expostas à música: Produção de conhecimento nacional e
internacional. Revista CEFAC, 14 (5), 992-1003.
Fischer, B., & Hartnegg, K. (2004). On the development of lowlevel
auditory discrimination and deficits in dyslexia. Dyslexia,
10, 105-118.
Frost, R. (1998). Toward a strong phonological theory of visual
word recognition: True issues and false trails. Psychological
Bulletin, 123 (1), 71-99.
Frota, S., & Pereira, L. D. (2010). Processamento auditivo: Estudo
em crianças com distúrbios da leitura e da escrita. Revista
Psicopedagogia, 27 (83), 214-222.
Goswami, U. (2015). Sensory theories of developmental dyslexia:
Three challenges for research. Nature Reviews Neuroscience,
16 (1), 43-54.
Hautus, M. J., Setchell, G. J., Waldie, K. E., & Kirk, I. J. (2003).
Age" related improvements in auditory temporal resolution in
reading" impaired children. Dyslexia, 9 (1), 37-45.
Hoonhorst, I., Medina, V., Colin, C., Markessis, E., Radeau, M.,
Deltenre, P., & Serniclaes, W. (2011). Categorical perception
of voicing, colors and facial expressions: A developmental
study. Speech Communication, 53 (3), 417-430.
Jucla, M., Nenert, R., Chaix, Y., & Demonet, J. F. (2010).
Remediation effects on N170 and P300 in children with
developmental dyslexia. Behavioural Neurology, 22 (3-4),
121-129.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech
code. Nature Reviews Neuroscience, 5 (11), 831-843.
Landerl, K., & Willburger, E. (2010). Temporal processing,
attention, and learning disorders. Learning and Individual
Differences, 20 (5), 393-401.
Liberman, A. M., Harris, K. S. Hoffman, H. S., & Griffith, B. C.
(1957). The discrimination of speech sounds within and across
phoneme boundaries. Journal of Experimental Psychology,
54, 358-368.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the
problems of learning to read and write. Remedial and Special
Education, 6, 8-17.
Luotonen, M., Uhari, M., Aitola, L., Lukkaroinen, A. M., Luotonen,
J., & Uhari, M. (1998). A nation-wide, population-based survey
of otitis media and school achievement. International Journal
of Pediatric Otorhinolaryngology, 43, 41-51.
Morais, J. (2009). Representações fonológicas na aprendizagem
da leitura e na leitura competente. Em: Encontro Nacional da
Associação Portuguesa de Linguística, XXIV. Lisboa: APL,
7-21.
Noordenbos, M. W., & Serniclaes, W. (2015). The categorical
perception deficit in dyslexia: A meta-analysis. Scientific
Studies of Reading, 19 (5), 340-359.
Oliveira, J. C. (2011). Processamento auditivo (central) em crianças
com dislexia: Avaliação comportamental e eletrofisiológica.
Dissertação de Mestrado, Universidade de São Paulo, São
Paulo.
Peterson, R. L., & Pennington, B. F. (2012). Developmental
dyslexia. The Lancet, 379 (9830), 1997-2007.
Prestes, M. R. D. (2016). Dislexia e Alteração no Processamento
Auditivo Temporal: Colocando a Alteração Perceptual
Auditiva em seu Lugar. Tese de Doutorado, Universidade de
Brasília, Brasília.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M.,
White, S., & Frith, U. (2003). Theories of developmental
dyslexia: insights from a multiple case study of dyslexic adults.
Brain,126, 841-865.
Rosen, S. (1992). Temporal information in speech: Acoustic,
auditory and linguistic aspects. Philosophical Transactions of
the Royal Society Biological Sciences, 336 (1278), 367-373.
Ruben, R. J. (1999). Persistency of an effect: otitis media during
the first year of life with nine years follow-up. International
Journal of Pediatric Otorhinolaryngology, 49, S115-S118.
Serniclaes, W. (2006). Allophonic perception in developmental
dyslexia: Origin, reliability and implications of the categorical
perception deficit. Written Language & Literacy, 9 (1), 135-152.
Serniclaes, W. (2011). Percepción alofónica en la dislexia: Una
revisión. Escritos de Psicología, 4(2), 25-34.
Serniclaes, W., Van Heghe, S., Mousty, P., Carré, R., & Sprenger-
Charolles, L. (2004). Allophonic mode of speech perception
in dyslexia. Journal of Experimental Child Psychology, 87(4),
336-361.
Serniclaes, W., Sprenger-Charolles, L., Carré, R., & Démonet,
J. F. (2001). Perceptual discrimination of speech sounds in
dyslexics. Journal of Speech Language and Hearing Research,
44, 384-399.
Shinn, J. B. (2003). Temporal processing: The basics. The Hearing
Journal, 56 (7), 52.
Tallal, P. (1980). Auditory temporal perception, phonics and reading
disabilities in children. Brain and Language, 9,182-198.
Tallal, P., Miller, S., & Fitch, R. H. (1993). Neurobiological basis
of speech: A case for the preeminence of temporal processing.
Annals of the New York Academy of Sciences, 682 (1), 27-47.
Tristão, R. M., & Feitosa, M. A. G. (2003). Percepção da fala em bebês
no primeiro ano de vida. Estudos de Psicologia, 8 (3), 459-467.
Vandermosten, M., Boets, B., Luts, H., Poelmans, H., Golestani, N.,
Wouters, J., & Ghesquière, P. (2010). Adults with dyslexia are
impaired in categorizing speech and nonspeech sounds on the
basis of temporal cues. Proceedings of the National Academy
of Sciences, 107 (23), 10389-10394.
Wit, E., Visser-Bochane, M. I., Steenbergen, B., Van Dijk, P., Van
der Schans, C. P., & Luinge, M. R. (2016). Characteristics of
auditory processing disorders: A systematic review. Journal
of Speech, Language, and Hearing Research, 59 (2), 384-413.
Zeng, F. G., & Djalilian, H. (2010). Hearing impairment. Em C.
Plack (Org.). The Oxford Handbook of Auditory Science: Vol
3. Hearing (pp 325-347). New York: Oxford.
Zoubrinetzky, R., Bielle, F., & Valdois, S. (2014). New insights
on developmental dyslexia subtypes: heterogeneity of mixed
reading profiles. PloS One, 9 (6), e99337.
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Published
2017-05-23
How to Cite
Prestes, M. R. D., & Feitosa, M. A. G. (2017). Theories of Dyslexia: Support by Changes in Auditory Perception. Psicologia: Teoria E Pesquisa, 32(5). Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/19402
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