Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

Authors


concerning this article should be addressed to Ginette Dionne, Groupe de recherche sur l’inadaptation psychosociale chez l’enfant, Université Laval, Québec City, QC, Canada, G1V 0A7. Electronic mail may be sent to ginette.dionne@psy.ulaval.ca.

Abstract

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual–auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual—phonological and visual—pathway model of the association between TP and reading in normative reading skills.

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