![]() ![]() In categorical perception experiments, listeners are presented with stimuli that gradually change from one phonological category to another in a stepwise fashion, for instance, from pea to bee. ![]() When studying DD, speech perception has often been operationalized as categorical perception of phonemes. Ītypical speech perception has been hypothesized to underlie phonological awareness impairment among children with dyslexia. Phonological awareness difficulties, particularly phoneme awareness difficulties, are deeply rooted among people with dyslexia, and they do not disappear even after reading difficulty has been largely compensated. There is wide consensus that phonological awareness, namely, the ability to manipulate, generate or judge sound units, such as syllables, onsets, rhymes or phonemes, serves as the basis for script decoding and reading. Even though a large proportion of children at family risk (FR) do not develop dyslexia, they still perform more poorly than typically developing (TD) children on tasks such as spelling, non-word reading, and reading comprehension. There is wide agreement that dyslexia has a genetic basis, and children with a dyslexic parent have a 29–66% risk of developing dyslexia. The estimates of prevalence of dyslexia vary from 3 to 10%, depending on measures and inclusion criteria. These findings indicate that FR children are able to categorize speech sounds, but that they may do so in a more effortful way than TDs.ĭevelopmental dyslexia (DD) is an impairment of reading and spelling skills despite normal intellectual abilities and educational opportunities. For both conditions and for both groups, infant positive mismatch response (p-MMR) was elicited, and the p-MMR amplitude was comparable between the two groups, although the FR children had a later p-MMR peak than the TD children in the multiple-speaker condition. In the multiple-speaker condition, both nonwords were produced by twelve different speakers while in the single-speaker condition, single tokens of each word were used as stimuli. The children were presented with two nonwords “ giep” and “ gip” that contrasted solely with respect to the vowel. EEG response was collected in a non-attentive passive oddball paradigm from 35 TD and 35 FR Dutch 20-month-old infants who were matched on vocabulary. The current study compared the categorization of native similar sounding vowels of typically developing (TD) children and children at familial risk (FR) of dyslexia. Although allophonic speech processing has been hypothesized to be a contributing factor in developmental dyslexia, experimental evidence is limited and inconsistent. ![]()
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