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.
|Title of host publication||Basic functions of language, reading, and reading disability|
|Editors||Evelyn Witruk, Angela D. Friederici, Thomas Lachmann|
|Place of Publication||Dordrecht (NL)|
|Number of pages||28|
|Publication status||Published - 31 May 2002|
|Event||BASIC FUNCTIONS OF LANGUAGE, READING AND READING DISABILITY - |
Duration: 31 May 2002 → 31 May 2002
|Name||Neuropsychology and Cognition|
|Conference||BASIC FUNCTIONS OF LANGUAGE, READING AND READING DISABILITY|
|Period||31/05/02 → 31/05/02|
Bibliographical noteInternational Conference on Basic Mechanisms of Language and Language Disorders, Leipzig (DE), September 1999.
Talcott, J. B., & Witton, C. (2002). A sensory-linguistic approach to normal and impaired reading development. In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading, and reading disability (pp. 213-240). (Neuropsychology and Cognition; Vol. 20). Springer.