Abstract
Over the last decades, the role of auditory processing difficulties in dyslexia has been largely debated. Recently, speech perception in noise (SIN) difficulties and their potential link with reading impairment have been investigated. However, noise has typically been considered as a unitary concept, despite the very different sort of interference it induces. Indeed, background noise typically interferes with the signal target at both peripheral and central levels of the auditory pathway. Our purpose is to review the literature to better specify SIN perception difficulties in children with dyslexia, with respect to the type of interference induced by the noise. We will first provide a description of the two main types of auditory masking corresponding to peripheral and central levels of interference. Then, we will review the existing studies that investigated SIN perception in children with dyslexia, with a detailed focus on the nature of interference induced. We hope to provide a guide to speech-language therapists, audiologists, and research scientists. In particular, we will specify the nature of the SIN perception difficulties experienced by children with dyslexia and will highlight the need for more precise screening and investigation tools regarding auditory processing difficulties in dyslexia.
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Acknowledgements
Preparation of this paper was supported by the FRS-FNRS under grant FRFC 2.4515.12. R.K. is Research Director of the FRS-FNRS, Belgium. P.D. is funded by Brugmann Hospital. P.D. and I.H. are funded by the Fonds IRIS-Recherche.
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Calcus, A., Hoonhorst, I., Colin, C., Deltenre, P., Kolinsky, R. (2018). The “Rowdy Classroom Problem” in Children with Dyslexia: A Review. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_10
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