UCL Discovery Stage
UCL home » Library Services » Electronic resources » UCL Discovery Stage

Auditory attention influences trajectories of symbol–speech sound learning in children with and without dyslexia

Guerra, G; Tijms, J; Tierney, A; Vaessen, A; Dick, F; Bonte, M; (2024) Auditory attention influences trajectories of symbol–speech sound learning in children with and without dyslexia. Journal of Experimental Child Psychology , 237 , Article 105761. 10.1016/j.jecp.2023.105761. Green open access

[thumbnail of Dick_Auditory attention influences trajectories of symbol speech sound learning in children with and without dyslexia_VoR.pdf]
Preview
Text
Dick_Auditory attention influences trajectories of symbol speech sound learning in children with and without dyslexia_VoR.pdf - Published Version

Download (1MB) | Preview

Abstract

The acquisition of letter–speech sound correspondences is a fundamental process underlying reading development, one that could be influenced by several linguistic and domain-general cognitive factors. In the current study, we mimicked the first steps of this process by examining behavioral trajectories of audiovisual associative learning in 110 7- to 12-year-old children with and without dyslexia. Children were asked to learn the associations between eight novel symbols and native speech sounds in a brief training and subsequently read words and pseudowords written in the artificial orthography. We then investigated the influence of auditory attention as one of the putative domain-general factors influencing associative learning. To this aim, we assessed children with experimental measures of auditory sustained selective attention and interference control. Our results showed shallower learning trajectories in children with dyslexia, especially during the later phases of the training blocks. Despite this, children with dyslexia performed similarly to typical readers on the post-training reading tests using the artificial orthography. Better auditory sustained selective attention and interference control skills predicted greater response accuracy during training. Sustained selective attention was also associated with the ability to apply these novel correspondences in the reading tests. Although this result has the limitations of a correlational design, it denotes that poor attentional skills may constitute a risk during the early stages of reading acquisition, when children start to learn letter–speech sound associations. Importantly, our findings underscore the importance of examining dynamics of learning in reading acquisition as well as individual differences in more domain-general attentional factors.

Type: Article
Title: Auditory attention influences trajectories of symbol–speech sound learning in children with and without dyslexia
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jecp.2023.105761
Publisher version: https://doi.org/10.1016/j.jecp.2023.105761
Language: English
Additional information: © 2023 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: Audiovisual learning, Auditory attention, Developmental dyslexia, Individual differences, Reading, Child, Humans, Phonetics, Learning, Dyslexia, Conditioning, Classical, Individuality
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10178645
Downloads since deposit
1,242Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item