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dc.contributor.authorGeorgiou, George K.en
dc.contributor.authorProtopapas, Athanassiosen
dc.contributor.authorPapadopoulos, Timothy C.en
dc.contributor.authorSkaloumbakas, C.en
dc.contributor.authorParrila, Rauno K.en
dc.creatorGeorgiou, George K.en
dc.creatorProtopapas, Athanassiosen
dc.creatorPapadopoulos, Timothy C.en
dc.creatorSkaloumbakas, C.en
dc.creatorParrila, Rauno K.en
dc.description.abstractWe examined two hypotheses relating auditory processing to dyslexia in Greek, an orthographically consistent language. Study I examined the “P-center” or “beat detection” hypothesis (Goswami et al., 2002) in a sample of Grade 6 dyslexics, Grade 6 chronological age (CA) controls, and Grade 4 reading age (RA) controls. Study II examined the “temporal processing,” or “rapid auditory processing” hypothesis (Tallal, 1980) in a sample of Grade 7 dyslexics, CA controls, and in two groups of CA matched children with low frequency discrimination or low tone sequencing performance. Both studies indicate that (a) as a group, dyslexic children did not perform significantly worse on auditory processing measures than the control groups; (b) measures of auditory processing mostly did not account for unique amount of variance in phonological processing, reading, or spelling; and (c) at an individual level of analysis, some of the dyslexic children experienced auditory temporal processing deficits. Implications on the importance of auditory processing in reading in orthographically consistent languages are discussed.en
dc.titleAuditory temporal processing and dyslexia in an orthographically consistent languageen
dc.description.endingpage1344Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Ψυχολογίας / Department of Psychology
dc.description.notesCited By :26en
dc.contributor.orcidPapadopoulos, Timothy C. [0000-0002-5541-568X]

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