ArticleFrontiers in human neuroscience2013
Physiologic discrimination of stop consonants relates to phonological skills in pre-readers: a biomarker for subsequent reading ability?(†).
Article in Frontiers in human neuroscience, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
13 citing papers in PubMed, 35 citations in OpenAlex.
- Beat synchronization predicts neural speech encoding and reading readiness in preschoolers.Proceedings of the National Academy of Sciences of the United States of America · 2014Trial
- Music enrichment programs improve the neural encoding of speech in at-risk children.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2014Trial
- Auditory Electrophysiology of an Adolescent with Both Language and Learning Disorders.Diagnostics (Basel, Switzerland) · 2025Article
- Implementation of Machine Learning on Human Frequency-Following Responses: A Tutorial.Seminars in hearing · 2022Review
- Neural encoding of voice pitch and formant structure at birth as revealed by frequency-following responses.Scientific reports · 2021Article
- Dyslexia risk gene relates to representation of sound in the auditory brainstem.Developmental cognitive neuroscience · 2017Article
- Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis.Current opinion in behavioral sciences · 2016Article
- Individual Differences in the Frequency-Following Response: Relation to Pitch Perception.PloS one · 2016Article
- Neurobiology of dyslexia.Current opinion in neurobiology · 2015Review
- Continued maturation of the click-evoked auditory brainstem response in preschoolers.Journal of the American Academy of Audiology · 2015Article
- Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds.Frontiers in psychology · 2014Article
- Oscillatory "temporal sampling" and developmental dyslexia: toward an over-arching theoretical framework.Frontiers in human neuroscience · 2014Article
- Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.Frontiers in neuroscience · 2014Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Reading development builds upon the accurate representation of the phonological structure of spoken language. This representation and its neural foundations have been studied extensively with respect to reading due to pervasive performance deficits on basic phonological tasks observed in children with dyslexia. The subcortical auditory system - a site of intersection for sensory and cognitive input - is exquisitely tuned to code fine timing differences between phonemes, and so likely plays a foundational role in the development of phonological processing and, eventually, reading. This temporal coding of speech varies systematically with reading ability in school age children. Little is known, however, about subcortical speech representation in pre-school age children. We measured auditory brainstem responses to the stop consonants [ba] and [ga] in a cohort of 4-year-old children and assessed their phonological skills. In a typical auditory system, brainstem responses to [ba] and [ga] are out of phase (i.e., differ in time) due to formant frequency differences in the consonant-vowel transitions of the stimuli. We found that children who performed worst on the phonological awareness task insufficiently code this difference, revealing a physiologic link between early phonological skills and the neural representation of speech. We discuss this finding in light of existing theories of the role of the auditory system in developmental dyslexia, and argue for a systems-level perspective for understanding the importance of precise temporal coding for learning to read.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.