Many independent neuroscientific studies have corroborated the evidence that rapid auditory processing deficits are a component of reading disturbance. This ‘auditory temporal processing deficit hypothesis’ asserts that acquisition of oral language skills can be impaired by an inability to process rapid spectro-temporal characteristics of phonemes. This hypothesis contends that developmental dyslexia may be caused by a deficit in specific brain circuitry that processes rapidly changing auditory information. But a major neuroscience hypothesis posits an auditory processing deficit at the core of the phonological processing impairment. There is considerable research supporting the hypothesis that the underlying core deficit of developmental dyslexia is a phonological processing deficit. Recent research has pointed to acoustic, memory, and language functions, including phonological components of language, as core components underlying reading disturbance. Some researchers in literacy have begun studying the link between auditory processing disorders and reading problems in school-age children. This brief summary of relevant research evidence is based on a book chapter by Burns (Martha) on “Auditory Processing Disorders and Literacy”.Īuditory processing, language, and reading impairment are neurologically entwined. It is hypothesised that the hearing deficits affect language development, and in turn reading. There is substantial evidence that auditory processing deficits accompany dyslexia, and that there may be at least a partial causative relationship. There is considerable research across many domains confirming the hypothesis that disrupted timing of auditory processing is a core deficit in dyslexia. Auditory processing, language, and reading impairment are neurologically entwined.
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