Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia

By Usha Goswami, D. Gerson, Luisa Astruc. 2010

205 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a76bfdefae6476e81c8502de3d1d3a3f6430362a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Victoria Leong
2. Adeetee Bhide
3. Alan J. Power
4. Jennifer M Thomson
5. Usha Goswami
6. Jarmo A. Hämäläinen
7. Fruzsina Soltész
8. Johannes C. Ziegler

In Experimental and Cognitive Psychology

1. Victoria Leong
2. Usha Goswami
3. Ludo Verhoeven

Citations in the corpus

• A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter‐Based Intervention (2013, background): “The child needs to listen to the syllabic stress pattern in order to decide which answer choice is correct (see Goswami et al., 2010).”
• Rise time perception and detection of syllable stress in adults with developmental dyslexia (2011, methodology): “For example, the different cohorts of children with developmental dyslexia tested by Richardson et al. (2004), Thomson and Goswami (2008) and Goswami et al. (2009) did not exhibit significantly raised auditory thresholds for amplitude compared to age-matched controls in two forms of a two-interval…”
• Auditory processing interventions and developmental dyslexia: a comparison of phonemic and rhythmic approaches (2013, background): “Theoretically, the efficacy of the RHYTHM intervention supports the importance of prosodic sensitivity in developing awareness of the phonological grain sizes required for effective literacy development (rhyme and phoneme, see also Goswami et al., 2010).”