ArticleResearch in developmental disabilities2018
Speech Recognition in Noise by Children with and without Dyslexia: How is it Related to Reading?
Article in Research in developmental disabilities, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 27 citations in OpenAlex.
- Orthographic depth and developmental dyslexia: a meta-analytic study.Annals of dyslexia · 2021Pooled it
- Do sung speech and background noise affect sentence repetition in dyslexia?Cognitive processing · 2026Article
- Article
- Reduced benefit from long-term item frequency contributes to short-term memory deficits in dyslexia.Memory & cognition · 2024Article
- Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia.Scientific reports · 2022Article
- Remote Microphone Technology for Children with Hearing Loss or Auditory Processing Issues.Seminars in hearing · 2020Review
- Sentence Context Differentially Modulates Contributions of Fundamental Frequency Contours to Word Recognition in Chinese-Speaking Children With and Without Dyslexia.Frontiers in psychology · 2020Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
purposeDevelopmental dyslexia is commonly viewed as a phonological deficit that makes it difficult to decode written language. But children with dyslexia typically exhibit other problems, as well, including poor speech recognition in noise. The purpose of this study was to examine whether the speech-in-noise problems of children with dyslexia are related to their reading problems, and if so, if a common underlying factor might explain both. The specific hypothesis examined was that a spectral processing disorder results in these children receiving smeared signals, which could explain both the diminished sensitivity to phonological structure - leading to reading problems - and the speech recognition in noise difficulties. The alternative hypothesis tested in this study was that children with dyslexia simply have broadly based language deficits.
participantsNinety-seven children between the ages of 7 years; 10 months and 12 years; 9 months participated: 46 with dyslexia and 51 without dyslexia.
methodsChildren were tested on two dependent measures: word reading and recognition in noise with two types of sentence materials: as unprocessed (UP) signals, and as spectrally smeared (SM) signals. Data were collected for four predictor variables: phonological awareness, vocabulary, grammatical knowledge, and digit span.
resultsChildren with dyslexia showed deficits on both dependent and all predictor variables. Their scores for speech recognition in noise were poorer than those of children without dyslexia for both the UP and SM signals, but by equivalent amounts across signal conditions indicating that they were not disproportionately hindered by spectral distortion. Correlation analyses on scores from children with dyslexia showed that reading ability and speech-in-noise recognition were only mildly correlated, and each skill was related to different underlying abilities.
conclusionsNo substantial evidence was found to support the suggestion that the reading and speech recognition in noise problems of children with dyslexia arise from a single factor that could be defined as a spectral processing disorder. The reading and speech recognition in noise deficits of these children appeared to be largely independent.
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