Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children

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  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Early Childhood Education
      Elementary Education
      Primary Education
      Grade 1
      Grade 2
    • Subject Terms:
      Elementary School Students; Grade 1; Grade 2; Longitudinal Studies; Time; Cognitive Processes; Reading; Spelling; Auditory Perception; Visual Perception; Child Development; Predictor Variables
    • Accession Number:
      10.1111/cdev.12208
    • ISSN:
      0009-3920
    • Abstract:
      In a longitudinal study, auditory and visual temporal order thresholds (TOTs) were investigated in primary school children (N = 236; mean age at first data point = 6;7) at the beginning of Grade 1 and the end of Grade 2 to test whether rapid temporal processing abilities predict reading and spelling at the end of Grades 1 and 2. Auditory and visual TOTs differed but showed comparable developmental trajectories over 20 months. Visual TOTs were not predictive of literacy measures; auditory TOTs in Grade 1 were the best predictor. Interestingly, they were related to spelling in Grade 2 while auditory TOTs in Grade 2 were not, suggesting that rapid auditory processing abilities have a causal influence on literacy development.
    • Abstract:
      As Provided
    • Publication Date:
      2014
    • Accession Number:
      EJ1032844