![]() ![]() Moreover, given that speech is rarely heard in isolation from other sounds, the listener must segregate the signal of interest from background sounds (including other speech sounds), and attend appropriately to the auditory patterns in the segregated speech.Īt least some of these capabilities are present in utero. The perception of speech requires a capacity to determine spectral shape, to detect and discriminate amplitude modulation and modulation of fundamental and spectral frequency, and to do so with temporal resolution that encompasses both the relatively slow changes that extend over an entire utterance and the relatively fast changes that occur as a result of rapid consonantal articulations. Normal development of auditory processing in relation to speech perception The distinctions between different forms of language difficulty have sometimes been obscured by the use of the term ‘language learning impaired’, but it is important to note that SLI children have more extensive language problems than dyslexic children, encompassing poor vocabulary, grammatical deficits and problems with the comprehension and production of sentence structure. Some investigators have assumed a common substrate for dyslexia and SLI (in effect that dyslexia is a mild form of SLI), but this assumption is likely only to be justified for children whose SLI is characterised by expressive language difficulties and phonological processing problems, rather than for those who exhibit pragmatic language abnormalities, involving difficulties with use of language in interaction. ![]() However, it is important to note that there is no consensus about the IQ criterion that should be applied, and there is considerable heterogeneity within language-impaired samples 2. ![]() In contrast, the term specific language impairment is applied typically when the non-verbal IQ score is at least 80, and performance on at least two oral language tasks is significantly below the level predicted from IQ. Some dyslexic children have concomitant language problems, but in ‘discrepancy defined’ samples of children with at least average IQ, oral language deficits are not wide-spread. ![]() A commonly accepted definition of dyslexia is that it is a specific learning difficulty, primarily affecting the acquisition of reading and spelling, such that these skills are below the level to be expected for a given age and general cognitive ability. The language learning impairments that have received most attention in this context are dyslexia and specific language impairment (SLI). Space limitations prohibit discussion of claims concerning co-occurring subtle sensory impairments in vision and touch 1. Here we review claims that a range of more subtle impairments of auditory processing may be associated with, and possibly causally linked to, specific deficiencies in language and literacy. The fact that language development can be severely compromised as a consequence of audiometrically-defined hearing impairment is prima facie evidence for the role of auditory processing in language development. Although children make use of visual cues when learning language, audition is of primary importance for language acquisition. ![]()
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