Auditory Processing and Early Literacy Skills in a Preschool and Kindergarten Population
Auditory Processing and Early Literacy Skills in a Preschool and Kindergarten Population
复制标题
DOI：
10.1177/0022219410369071
复制
发表时间：
2010-07-01
影响因子：
3
通讯作者：
Thomson, Jennifer M.
中科院分区：
文献类型：
--
作者：
Corriveau, Kathleen H.;Goswami, Usha;Thomson, Jennifer M.
虽然在学龄人口和婴儿的前瞻性研究中已经调查了听觉处理和阅读相关技能之间的关系，但在正式阅读教学之前，对这些变量之间的关系的理解很少。在这项横断面研究中，听觉处理，语音意识，早期识字技能，和一般能力进行了评估，在混合样本的88个3至6岁的儿童都横截面和纵向。横向和纵向分析的结果表明，早期听觉上升时间敏感性的重要性，在发展语音意识技能，特别是在发展的押韵意识。
Although the relationship between auditory processing and reading-related skills has been investigated in school-age populations and in prospective studies of infants, understanding of the relationship between these variables in the period immediately preceding formal reading instruction is sparse. In this cross-sectional study, auditory processing, phonological awareness, early literacy skills, and general ability were assessed in a mixed sample of 88 three- to six-year-old children both cross-sectionally and longitudinally. Results from both cross-sectional and longitudinal analyses suggest the importance of early auditory rise time sensitivity in developing phonological awareness skills, especially in the development of rhyme awareness.