Physiologic discrimination of stop consonants relates to phonological skills in pre-readers: A biomarker for subsequent reading ability?

Keyphrases

• 4-year-olds 33%
• Auditory Brainstem Response 33%
• Auditory System 100%
• Brainstem Reflexes 33%
• Consonant-vowel Transitions 33%
• Developmental Dyslexia 66%
• Formant Frequency 33%
• Frequency Difference 33%
• Learning to Read 33%
• Neural Representation 33%
• Older children 33%
• Performance Deficit 33%
• Phoneme 33%
• Phonological Awareness 33%
• Phonological Processing 33%
• Phonological Skills 100%
• Phonological Structure 33%
• Phonological Task 33%
• Physiologic 100%
• Pre-readers 100%
• Preschool children 33%
• Readability 100%
• Reading Development 33%
• School-age children 33%
• Speech Representation 33%
• Spoken Language 33%
• Stop Consonants 100%
• System Level 33%
• Temporal Coding 66%
• Timing Difference 33%

Psychology

• Discrimination 100%
• Dyslexia 100%
• Phoneme 50%
• Phonological Awareness 50%
• Preschool 50%
• Reading Ability 100%
• Reading Development 50%

Neuroscience

• Auditory Brainstem Response 50%
• Auditory System 100%
• Brain Stem Response 50%
• Developmental Dyslexia 50%
• Dyslexia 50%
• Subcortical Auditory System 50%