In this project, the hypothesis of an auditory temporal processing deficit in dyslexia was
tested by examining auditory processing in relation to phonological skills in two contrasting
groups of five-year-old preschool children, a familial high risk and a familial low risk group.
Participants were individually matched for gender, age, non-verbal IQ, school environment,
and parental educational level. Psychophysical thresholds were estimated for gap-detection,
frequency modulation detection, and tone-in-noise detection using a three-interval forced …