A sensory-linguistic approach to normal and impaired reading development

Research output: Chapter in Book/Report/Conference proceedingChapter

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.
Original languageEnglish
Title of host publicationBasic functions of language, reading, and reading disability
EditorsEvelyn Witruk, Angela D. Friederici, Thomas Lachmann
Place of PublicationDordrecht (NL)
PublisherSpringer
Pages213-240
Number of pages28
ISBN (Print)9781402070273
Publication statusPublished - 31 May 2002
EventBASIC FUNCTIONS OF LANGUAGE, READING AND READING DISABILITY -
Duration: 31 May 200231 May 2002

Publication series

NameNeuropsychology and Cognition
PublisherSpringer
Volume20

Conference

ConferenceBASIC FUNCTIONS OF LANGUAGE, READING AND READING DISABILITY
Period31/05/0231/05/02

Bibliographical note

International Conference on Basic Mechanisms of Language and Language Disorders, Leipzig (DE), September 1999.

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  • Cite this

    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.