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Kindergarten dichotic listening as a predictor of first‐grade reading achievement
Author(s) -
Lamm Oren,
Share David L.,
Shatil Evelyn,
Epstein Rachel
Publication year - 1999
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(199909)5:3<138::aid-dys136>3.0.co;2-q
Subject(s) - dichotic listening , psychology , reading (process) , test (biology) , syllable , developmental psychology , task (project management) , achievement test , audiology , cognitive psychology , standardized test , linguistics , speech recognition , mathematics education , computer science , medicine , paleontology , philosophy , management , neuroscience , economics , biology
In this study we examined the contribution of reading acquisition to changes in dichotic listening test performance by young children between kindergarten and the end of grade 1. We found that longitudinal changes in the performance level of both dichotic tests used in this study (a digits test and a words test) did not correlate with school achievement in reading. On the other hand, kindergarten performance in the words dichotic test was a reliable predictor of failure in reading acquisition a year later. Moreover, most subjects who experienced difficulties in learning to read and in the words dichotic test also failed in a kindergarten test requiring the matching of syllable combinations with arbitrary letter‐like symbols. It was thus hypothesized that both kindergarten tests were good predictors of reading difficulties owing to the implicit task of serial handling of simultaneously activated syllables. Copyright © 1999 John Wiley & Sons, Ltd.