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Journal of Learning Disabilities
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Visual and Auditory Temporal Processing, Cross-Modal Transfer, and Reading

Susan A. Rose

Albert Einstein College of Medicine, SROSE{at}AECOM.YU.EDU

Judith F. Feldman

Albert Einstein College of Medicine, Columbia University College of Physicians and Surgeons

Jeffery J. Jankowski

Albert Einstein College of Medicine

Lorelle R. Futterweit

Albert Einstein College of Medicine

The present study reexamined the relevance of auditory and visual cross-modal matching to reading ability, an issue first addressed in a seminal study by Birch and Belmont (1964). By presenting all patterns to be matched as temporal sequences of tones and lights, including intramodal as well as cross-modal conditions, and covarying memory, three problems with the Birch and Belmont design were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally: They did worse than good readers not only on cross-modal conditions but also on intramodal ones. These results were replicated in two tasks. Nonetheless, hierarchical regressions provided some indication that cross-modal abilities themselves are relevant to reading. For one of the two tasks, cross-modal performance contributed to the prediction of reading ability over and above intramodal performance. Poor readers also showed slower response times—a factor that contributed marginally to the prediction of reading independent of temporal processing.

Journal of Learning Disabilities, Vol. 32, No. 3, 256-266 (1999)
DOI: 10.1177/002221949903200307
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