Manon Grube|Freya E. Cooper|Sukhbinder Kumar|Thomas P. Kelly|Timothy D. Griffiths
Exploring the role of auditory analysis in atypical compared to typical language development
Newcastle University|Newcastle University|Newcastle University|Newcastle University|Newcastle University
relationship auditory processing language skills debated decades previous findings inconsistent typically developing impaired subjects including dyslexia specific language impairment whether correlations auditory language skills consistent different populations hardly addressed present work presents exploratory approach testing patterns correlations range measures auditory processing recent study reported findings large cohort elevenyear olds range auditory measures data supported specific role processing short sequences pitch time typical language development tested whether group individuals dyslexic traits dt group n 28 year group would show pattern correlations auditory language skills typically developing group td group n 173 regarding raw scores dt group showed significantly poorer performance language auditory measures including measures pitch time rhythm timbre modulation terms correlations tendency decrease correlations shortsequence processing language skills contrasted significant increase correlation basic singlesound processing particular domain modulation data support notion fundamental relationship auditory language skills might differ atypical compared typical language development implication merging data drawing inference populations might problematic examination relationship basic sound feature analysis musiclike sound analysis language skills impaired populations might allow development appropriate training strategies might include types musical training augment language skills via common bases sound sequence analysis