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Temporal processing and attention in skilled and dyslexic readers

Craig Wright and Liz Conlon

Griffith University, Australia c.wright@griffith.edu.au

Abstract

A longitudinal design was used to investigate visual and auditory temporal processing in a large sample of skilled and dyslexic readers of primary school age. Psychophysical measures were a motion coherence task, a visual attention task, and a series of auditory tasks measuring temporal and spectral aspects of auditory perception (based on the work of Witton et. al., 2002). The reliability of the psychophysical measures within testing sessions and across time is discussed. Of particular interest were the characteristics of those participants with temporal deficits; specifically, can those dyslexics with temporal deficits be separated from dyslexics without temporal deficits on the basis of growth in reading skills across a school year. Growth curve analysis will be used to test these relationships. The relationship between auditory and visual temporal processing and components of reading skill are discussed with reference to possible mechanisms by which temporal deficits may influence the development of reading and language skills. The predicted link between visual attention, visual temporal processing and reading will be examined.

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