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Dissertation/Thesis Abstract

Relationships Between Auditory Temporal Processing, Language, and Reading Abilities in School-Aged Children
by Misencik, Leann, M.S., Southern Connecticut State University, 2017, 50; 10286118
Abstract (Summary)

Previous research indicates that auditory temporal processing is related to phonological processing abilities in individuals with reading difficulties; however, additional research is needed that comprehensively investigates the relationships between specific auditory temporal processing, language, and reading skills in children. The purpose of the current study was to examine these relationships in school-aged children, using a comprehensive battery of clinically-relevant assessments. Statistically significant positive relationships were found between performance on tasks of temporal ordering and phonological awareness. No significant relationships were found between temporal resolution and phonological awareness tasks, or between temporal processing and reading tasks. This information provides additional insight into the relationship between auditory temporal processing and the phonological awareness skills that are critical for success in reading, and may contribute to the development of interventions to improve the phonological awareness abilities of struggling readers.

Indexing (document details)
Advisor: McCullagh, Jennifer, Zipoli, Richard P.
Commitee: Weiss, Deborah
School: Southern Connecticut State University
Department: Communication Disorders
School Location: United States -- Connecticut
Source: MAI 56/05M(E), Masters Abstracts International
Subjects: Audiology, Speech therapy, Education
Keywords: Auditory temporal processing, Dyslexia, Phonological processing, Reading, Reading disorders, Temporal ordering
Publication Number: 10286118
ISBN: 978-0-355-05805-5
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