Auditory processing in dyslexia and specific language impairment: is there a deficit? What is its nature? Does it explain anything?
By Stuart Rosen. J. Phonetics, 2003
362 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/f7f5445f26a90014f00f5607beff06ace08e1618
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- Chloe R. Marshall
- Usha Goswami
- Kathleen H. Corriveau
- Susan E. Gathercole *
- H. V. D. van der Lely
- Elisabeth S. Pasquini
- E. Geva
- Fataneh Farnia
In Developmental and Educational Psychology
- Chloe R. Marshall
- Usha Goswami
- Kathleen H. Corriveau
- Susan E. Gathercole *
- H. V. D. van der Lely
- Elisabeth S. Pasquini
- Tracy Packiam Alloway
- E. Geva
Citations in the corpus
- Nonword repetition and word learning: The nature of the relationship (2006, background): “Although the fact that many children with SLI have central auditory processing deficits is widely accepted, specific claims of temporal processing deficit theory have been contested (see Rosen, 2003, for review).”
- Auditory Processing of Amplitude Envelope Rise Time in Adults Diagnosed With Developmental Dyslexia (2007, background): “In fact, the question of whether rapid auditory processing plays any role at all in literacy development remains a highly contentious issue (see Marshall, Snowling, & Bailey, 2001; McArthur & Bishop, 2001; Rosen, 2003; Studdert-Kennedy & Mody, 1995).”
- The impact of phonological complexity on past tense inflection in children with Grammatical-SLI (2007, background): “Indeed, many studies of SLI show that even the majority of SLI children in any one particular study do not have an auditory deficit (for a review, see Rosen, 2003 ).”
- Videogames and Young People with Developmental Disorders (2010, neutral): “Th is a rti cl e is in te nd ed so le ly fo r t he p er so na l u se o f t he in di vi du al u se r a nd is n ot to b e di ss em in at ed b ro ad ly . processing (Bishop & McArthur, 2004; Rosen, 2003).”
- Target article with commentaries and response: The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children (2006, neutral): “Regarding basic speech categorization deficits, the published literature (and the present paper) show that they are much less widespread in dyslexics than the phonological deficit (as defined above), and for this reason they are not currently seen as part of the core phonological deficit ( Rosen, 20”