Auditory processing in dyslexia: a problem with the stimulus or the task?
In turn, when the child comes to the task of reading – learning the correspondence between these speech sounds and letters – these poor representations make the task more challenging than for your average child. Although this makes sense, we’re not sure this is the whole story.
Auditory processing is assessed in lots of different ways and sometimes researchers find poor abilities in children with dyslexia, sometimes they don’t. The aim of our research is to figure out why this is the case. In order to do so, we are separating the learning the stimulus characteristics of the task from actually doing the task. In this way we will separate difficulties with auditory processing from difficulties with the task requirements. We anticipate that some children with dyslexia will have specific difficulties with auditory processing but also that some will have difficulties with managing the task requirements and no difficulties with auditory processing.