Evidence map›Paper›PMID 31370631›Full record

ArticleThe Journal of the Acoustical Society of America2019

Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration.

Gabrielle E O'Brien, Daniel R McCloy, Jason D Yeatman

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in The Journal of the Acoustical Society of America, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Context effects on phoneme categorization in children with dyslexia.The Journal of the Acoustical Society of America · 2020
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Gabrielle E O'BrienInstitute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA.
Daniel R McCloyInstitute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA.
Jason D YeatmanInstitute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA.

Funding

Auditory Neuroscience Traning ProgramT32DC005361 · NIDCD · UNIVERSITY OF WASHINGTON · PI Adrian KC Lee, DAVID J PERKEL · 2002 to 2026
$8.8M
Intellectual and Developmental Disabilities Research CenterU54HD083091 · NICHD · UNIVERSITY OF WASHINGTON · PI GURALNICK, MICHAEL J · 2014 to 2019
$7.9M
Biological origins of literacyR21HD092771 · NICHD · UNIVERSITY OF WASHINGTON · PI KUHL, PATRICIA K, YEATMAN, JASON D · 2018 to 2019
$435k
NICHD NIH HHS R21 HD092771NICHD NIH HHS U54 HD083091NIDCD NIH HHS T32 DC005361
6 · The paper itself

Abstract

It is established that individuals with dyslexia are less consistent at auditory phoneme categorization than typical readers. One hypothesis attributes these differences in phoneme labeling to differences in auditory cue integration over time, suggesting that the performance of individuals with dyslexia would improve with longer exposure to informative phonetic cues. Here, the relationship between phoneme labeling and reading ability was investigated while manipulating the duration of steady-state auditory information available in a consonant-vowel syllable. Children with dyslexia obtained no more benefit from longer cues than did children with typical reading skills, suggesting that poor task performance is not explained by deficits in temporal integration or temporal sampling.

Indexed as

ReadingAcoustic StimulationChildDyslexiaFemaleHumansMalePhoneticsSpeech Perception

Identifiers

PMID31370631
PMCPMC6639114

What OpenQuestion holds

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LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.