Speech-specific perceptual adaptation deficits in children and adults with dyslexia.

2021/11/29 by Ola Ozernov-Palchik, Ola Ozernov‐Palchik, Sara D. Beach +7 · 1 citation
Neuroscience · Psychology · #Hearing Loss and Rehabilitation #Neurobiology of Language and Bilingualism #Reading and Literacy Development

paper · doi:10.1037/xge0001145

openalex publication_date 2021/11/29 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26

Abstract

task in children and adults with and without dyslexia. Children and adults with dyslexia had elevated tone-frequency discrimination thresholds, but both groups benefited from anchoring to repeated stimuli to the same extent as typical readers. Additionally, although both dyslexia groups had overall reduced accuracy for speech sound identification, only the child group had reduced categorical perception for speech. Across both age groups, individuals with dyslexia had reduced perceptual adaptation to speech. These results highlight broad auditory perceptual deficits across development in individuals with dyslexia for both linguistic and nonlinguistic domains, but speech-specific adaptation deficits. Finally, mediation models in children and adults revealed that the causal pathways from basic perception and adaptation to phonological awareness through speech categorization were not significant. Thus, rather than having causal effects, perceptual deficits may co-occur with the phonological deficits in dyslexia across development. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Citations

• Statistical Learning by 8-Month-Old Infants
• Speech perception and memory coding in relation to reading ability
• Speech perception deficits by Chinese children with phonological dyslexia
• A standard set of American-English voiced stop-consonant stimuli from morphed natural speech
• Are Speech Perception Deficits Associated with Developmental Dyslexia?
• Phonetic Diversity, Statistical Learning, and Acquisition of Phonology

Cited by

• Minimal evidence of adaptation deficits in children with dyslexia: An EEG study with controlled expectations

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