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A Sensory-Linguistic Approach to Normal and Impaired Reading Development

  • J. B. Talcott
  • C. Witton
Part of the Neuropsychology and Cognition book series (NPCO, volume 20)

Abstract

In this chapter we outline a sensory-linguistic approach to the study of reading skill development. We call this a sensory-linguistic approach because the focus of interest is on the relationship between basic sensory processing skills and the ability to extract efficiently the orthographic and phonological information available in text during reading. Our review discusses how basic sensory processing deficits are associated with developmental dyslexia, and how these impairments may degrade word-decoding skills. We then review studies that demonstrate a more direct relationship between sensitivity to particular types of auditory and visual stimuli and the normal development of literacy skills. Specifically, we suggest that the phonological and orthographic skills engaged while reading are constrained by the ability to detect and discriminate dynamic stimuli in the auditory and visual systems respectively.

Keywords

Phonological Awareness Speech Perception Reading Skill Literacy Skill Poor Reader 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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© Springer Science+Business Media New York 2002

Authors and Affiliations

  • J. B. Talcott
  • C. Witton

There are no affiliations available

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