Visual and auditory temporal processing, cross-modal transfer, and reading

Author(s): Feldman, J. F., Jankowski, J. J., Futterweit, L. R.

Journal/Book: J Learn Disabil. 1999; 32: 8700 Shoal Creek Blvd, Austin, TX 78757-6897, USA. Pro-Ed Inc. 256-266.

Abstract: The present study reexamined the relevance of auditory and visual cross-modal matching to reading ability, an issue first addressed in a seminal study by Birch and Belmont (1964). By presenting all patterns to be matched as temporal sequences of tones and lights, including intramodal as well as cross-modal conditions, and covarying memory, three problems with the Birch and Belmont design were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally: They did worse than good readers not only on cross-modal conditions but also on intramodal ones. These results were replicated in two tasks. Nonetheless, hierarchical regressions provided some indication that cross-modal abilities themselves are relevant to reading. For one of the two tasks, cross-modal performance contributed to the prediction of reading ability over and above intramodal performance. Poor readers also showed slower response times-a factor that contributed marginally to the prediction of reading independent of temporal processing.

Note: Article Rose SA, Albert Einstein Coll Med, Kennedy Ctr, Dept Pediat, 1300 Morris Pk Av e, Bronx,NY 10461 USA

Keyword(s): 1ST 5 YEARS; DISABLED-CHILDREN; SENSORY MODALITY; BIRTH STATUS; MEMORY; DYSLEXIA; PERCEPTION; ABILITIES; DEFICITS; READERS

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