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Abstract: The etiology of developmental dyslexia remains widely debated. An appealing theory postulates that the reading and spelling problems in individuals with dyslexia originate from reduced sensitivity to slow-rate dynamic auditory cues. This low-level auditory deficit is thought to provoke a cascade of effects, including inaccurate speech perception and eventually unspecified phoneme representations. The present study investigated sensitivity to frequency modulation and amplitude rise time, speech-in-noise perception and phonological awareness in 11-year-old children with dyslexia and a matched normal-reading control children. Group comparisons demonstrated that children with dyslexia were less sensitive than normal-reading children to slow-rate dynamic auditory processing, speech-in-noise perception, phonological awareness and literacy abilities. Correlations were found between slow-rate dynamic auditory processing and phonological awareness, and speech-in-noise perception and reading. Yet, no significant correlation between slow-rate dynamic auditory processing and speech-in-noise perception was obtained. Together, these results indicate that children with dyslexia have difficulties with slow-rate dynamic auditory processing and speech-in-noise perception and that these problems persist until sixth grade. [Copyright &y& Elsevier]

Objective: To report on clinical experience using dichotic multiple-stimulus auditory steady-state responses (ASSRs) as an objective technique to estimate frequency-specific hearing thresholds in hearing-impaired infants. Methods: A comparison was made between the click-evoked auditory brainstem response (ABR), auditory steady-state responses and behavioral hearing thresholds (BHTs). Both ears of 10 infants between 3 and 14 months of age were tested. ABR and ASSRs were recorded during the same test session. ABR was evoked by 100 μs clicks. ASSRs were evoked by amplitude- and frequency-modulated tones with carrier frequencies of 0.5, 1, 2 and 4 kHz and modulation frequencies ranging from 82 to 110 Hz. Eight signals (four to each ear) were presented simultaneously. ASSR thresholds were derived after separate recordings of approximately 5, 7.5 and 10 min to compare the influence of test duration. BHTs were defined in later test sessions as soon as possible after the ASSR test, dependent on medical and developmental factors. Results: For the subjects tested in this study 60% of ABR thresholds and 95% of ASSR thresholds for 1, 2 and 4 kHz were found at an average age of 7 months. Only 51% of frequency-specific BHTs could be obtained but on average 5 months later. The correlation of ABR thresholds and ASSR thresholds at 2 kHz was 0.77. The correlation of ASSRs and BHTs was 0.92. The mean differences and associated standard deviations were 4±14, 4±11, -2±14 and -1±13 dB for 0.5, 1, 2 and 4 kHz, respectively. The average test duration was 45 min for ABR (one threshold in both ears) and 58 min for ASSR (four thresholds in both ears). By reducing the duration of the separate recordings of ASSR, the precision of the hearing threshold estimate decreased and the number of outlying and missing values increased. Correlation coefficients were 0.92, 0.89 and 0.83 for recordings of maximum 10, 7.5 and 5 min, respectively. A compromise between test duration and precision has to be sought. Conclusions: Multiple-frequency ASSRs offer the possibility to estimate frequency-specific hearing thresholds in babies in a time-efficient way. [Copyright &y& Elsevier]

Abstract: Auditory processing problems in persons with dyslexia are still subject to debate, and one central issue concerns the specific nature of the deficit. In particular, it is questioned whether the deficit is specific to speech and/or specific to temporal processing. To resolve this issue, a categorical perception identification task was administered in thirteen 11-year old dyslexic readers and 25 matched normal readers using 4 sound continua: (1) a speech contrast exploiting temporal cues (/bA/-/dA/), (2) a speech contrast defined by nontemporal spectral cues (/u/-/y/), (3) a nonspeech temporal contrast (spectrally rotated/bA/-/da/), and (4) a nonspeech nontemporal contrast (spectrally rotated/u/-/y/). Results indicate that children with dyslexia are less consistent in classifying speech and nonspeech sounds on the basis of rapidly changing (i.e., temporal) information whereas they are unimpaired in steady-state speech and nonspeech sounds. The deficit is thus restricted to categorizing sounds on the basis of temporal cues and is independent of the speech status of the stimuli. The finding of a temporal-specific but not speech-specific deficit in children with dyslexia is in line with findings obtained in adults using the same paradigm (, Proceedings of the National Academy of Sciences of the United States of America, 107: 10389–10394). Comparison of the child and adult data indicates that the consistency of categorization considerably improves between late childhood and adulthood, particularly for the continua with temporal cues. Dyslexic and normal readers show a similar developmental progress with the dyslexic readers lagging behind both in late childhood and in adulthood. [Copyright &y& Elsevier]

Abstract: Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in auditory temporal processing and speech perception, but it remains debated whether these more basic perceptual impairments play a role in causing the reading problem. Longitudinal studies may help clarifying this issue by assessing preschool children before they receive reading instruction and by following them up through literacy development. The current longitudinal study shows impairments in auditory frequency modulation (FM) detection, speech perception and phonological awareness in kindergarten and in grade 1 in children who receive a dyslexia diagnosis in grade 3. FM sensitivity and speech-in-noise perception in kindergarten uniquely contribute to growth in reading ability, even after controlling for letter knowledge and phonological awareness. These findings indicate that impairments in auditory processing and speech perception are not merely an epiphenomenon of reading failure. Although no specific directional relations were observed between auditory processing, speech perception and phonological awareness, the highly significant concurrent and predictive correlations between all these variables suggest a reciprocal association and corroborate the evidence for the auditory deficit theory of dyslexia. [Copyright &y& Elsevier]