impairments, particularly in their reaction times when the speed of the metronome changed. In a supplementary study, Corriveau and Goswami (2009) that “proposed [dyslexic] the children might have subtle neural impairments that affected both (in Thomson and Goswami, 2008: 120). motor and language impairments” who were particularly inconsistent in tapping to a particular Furthermore, “Children rate showed the poorest literacy and phonological development” (p.128). Returning to auditory processing considerations, Hämäläinen et al. (2005), when exploring the wave-length features of phonemes, reveal that sensitivity to “low amplitude modulated (AM) sounds is reported to be associated with dyslexia. An [sic] important aspect of amplitude modulation cycles are the rise and fall times et al., 2005:32). This sensitivity to the modulations within the sound” (Hämäläinen of sounds is described by Goswami et al. (2002) and also by Thomson and Goswami (2008: 121) as and they envelope information in language learning”, “amplitude place particular importance on the successful perception of rise time within readers’ the onset of syllables. Similarly Huss et al. (2011) speak of the of the structure” “metrical (p.674) organisation of the phonology of language, and they report that amongst the participating children in their study, those children identified with dyslexia were less successful in the perception of musical meter (glossary, p.245), than were children without dyslexia. Again drawing on the vocabulary of Thomson and Goswami (2008), Huss et study (2011) showed that differences in the al.’s “individual perception of amplitude envelope rise time are linked to musical metrical sensitivity
impairments, particularly in their reaction times when the speed of the metronome changed. In a supplementary study, Corriveau and Goswami (2009) “proposed that the [dyslexic] children might have subtle neural impairments that affected both motor and language impairments” (in Thomson and Goswami, 2008: 120). Furthermore, “Children who were particularly inconsistent in tapping to a particular rate showed the poorest literacy and phonological development” (p.128). Returning to auditory processing considerations, Hämäläinen et al. (2005), when exploring the wave-length features of phonemes, reveal that “low sensitivity to amplitude modulated (AM) sounds is reported to be associated with dyslexia. An important aspect of amplitude modulation cycles are [sic] the rise and fall times within the sound” (Hämäläinen et al., 2005:32). This sensitivity to the modulations of sounds is described by Goswami et al. (2002) and also by Thomson and Goswami (2008: 121) as “amplitude envelope information in language learning”, and they place particular importance on the successful readers’ perception of rise time within the onset of syllables. Similarly Huss et al. (2011) speak of the “metrical structure” (p.674) of the organisation of the phonology of language, and they report that amongst the participating children in their study, those children identified with dyslexia were less successful in the perception of musical meter (glossary, p.245), than were children without dyslexia. Again drawing on the vocabulary of Thomson and Goswami (2008), Huss et al.’s study (2011) showed that “individual differences in the perception of amplitude envelope rise time are linked to musical metrical sensitivity