We thank all children and their parents for taking part in this study and are grateful to the teachers of the participating schools for their continuous support over the course of the study. Thanks are also due to Nadine Jaensch, Julia Schmid, and Katarina Groth for assistance with data collection and data management, and to Wolfgang Ellermeier and Ville Sivonen for their support in calibrating the audio equipment.
Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children
Article first published online: 20 DEC 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 85, Issue 4, pages 1711–1726, July/August 2014
How to Cite
Steinbrink, C., Zimmer, K., Lachmann, T., Dirichs, M. and Kammer, T. (2014), Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children. Child Development, 85: 1711–1726. doi: 10.1111/cdev.12208
- Issue published online: 14 JUL 2014
- Article first published online: 20 DEC 2013
In a longitudinal study, auditory and visual temporal order thresholds (TOTs) were investigated in primary school children (N = 236; mean age at first data point = 6;7) at the beginning of Grade 1 and the end of Grade 2 to test whether rapid temporal processing abilities predict reading and spelling at the end of Grades 1 and 2. Auditory and visual TOTs differed but showed comparable developmental trajectories over 20 months. Visual TOTs were not predictive of literacy measures; auditory TOTs in Grade 1 were the best predictor. Interestingly, they were related to spelling in Grade 2 while auditory TOTs in Grade 2 were not, suggesting that rapid auditory processing abilities have a causal influence on literacy development.