Does successful training of temporal processing of sound and phoneme stimuli improve reading and spelling?
OBJECTIVE: The aim of this study was to measure and train auditory temporal processing in children with dyslexia and to examine whether there was a transfer of improved auditory temporal processing to reading and spelling skills. METHODS: Computer-based procedures to measure and train temporal processing of sound and phoneme stimuli were developed. Test-scores for a normal control group consisting of 8-year-olds were established. Second graders with dyslexia were included in the training condition and divided into three groups: a control group, a group specifically trained in sound processing, and a third group specifically trained in phoneme processing. After an initial diagnostic procedure, both training groups received specific training every day for 4 weeks. All children, regardless of the group, received the same standard reading training programme designed for children with dyslexia at school. Outcome measures were assessed immediately after training as well as 6 and 12 months la
