Sensory processing, reading, IQ, and attention

Jacqueline Hulslander*, Joel Talcott, Caroline Witton, John DeFries, Bruce Pennington, Sally Wadsworth, Erik Willcutt, Richard Olson

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

Detection thresholds for two visual- and two auditory-processing tasks were obtained for 73 children and young adults who varied broadly in reading ability. A reading-disabled subgroup had significantly higher thresholds than a normal-reading subgroup for the auditory tasks only. When analyzed across the whole group, the auditory tasks and one of the visual tasks, coherent motion detection, were significantly related to word reading. These effects were largely independent of ADHD ratings; however, none of these measures accounted for significant variance in word reading after controlling for full-scale IQ. In contrast, phoneme awareness, rapid naming, and nonword repetition each explained substantial, significant word reading variance after controlling for IQ, suggesting more specific roles for these oral language skills in the development of word reading. © 2004 Elsevier Inc. All rights reserved.

Original languageEnglish
Pages (from-to)274-295
Number of pages22
JournalJournal of Experimental Child Psychology
Volume88
Issue number3
DOIs
Publication statusPublished - Jul 2004

Keywords

  • ADHD
  • attention
  • audition
  • dyslexia
  • IQ
  • reading
  • reading disability
  • vision

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    Hulslander, J., Talcott, J., Witton, C., DeFries, J., Pennington, B., Wadsworth, S., Willcutt, E., & Olson, R. (2004). Sensory processing, reading, IQ, and attention. Journal of Experimental Child Psychology, 88(3), 274-295. https://doi.org/10.1016/j.jecp.2004.03.006