ArticleScientific reports2018
Reading ability and phoneme categorization.
Article in Scientific reports, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
11 citing papers in PubMed.
- Procedural auditory category learning is selectively disrupted in developmental language disorder.Psychonomic bulletin & review · 2024Article
- Unraveling Spatial-Spectral Dynamics of Speech Categorization Speed Using Convolutional Neural Networks.Brain sciences · 2022Article
- Late mismatch negativity of lexical tone at age 8 predicts Chinese children's reading ability at age 10.Frontiers in psychology · 2022Article
- Allophonic perception of VOT contrasts in Spanish children with dyslexia.Brain and behavior · 2021Article
- Bridging sensory and language theories of dyslexia: Toward a multifactorial model.Developmental science · 2021Article
- Rapid online assessment of reading ability.Scientific reports · 2021Article
- Context effects on phoneme categorization in children with dyslexia.The Journal of the Acoustical Society of America · 2020Article
- Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia.Neuropsychologia · 2020Article
- Training a non-native vowel contrast with a distributional learning paradigm results in improved perception and production.Journal of phonetics · 2020Article
- Individual differences in subphonemic sensitivity and phonological skills.Journal of memory and language · 2019Article
- Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration.The Journal of the Acoustical Society of America · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Dyslexia is associated with abnormal performance on many auditory psychophysics tasks, particularly those involving the categorization of speech sounds. However, it is debated whether those apparent auditory deficits arise from (a) reduced sensitivity to particular acoustic cues, (b) the difficulty of experimental tasks, or (c) unmodeled lapses of attention. Here we investigate the relationship between phoneme categorization and reading ability, with special attention to the nature of the cue encoding the phoneme contrast (static versus dynamic), differences in task paradigm difficulty, and methodological details of psychometric model fitting. We find a robust relationship between reading ability and categorization performance, show that task difficulty cannot fully explain that relationship, and provide evidence that the deficit is not restricted to dynamic cue contrasts, contrary to prior reports. Finally, we demonstrate that improved modeling of behavioral responses suggests that performance does differ between children with dyslexia and typical readers, but that the difference may be smaller than previously reported.
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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.