Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy

Published on 19th September 2025.

Detalles Bibliográficos
Autores: Kalashnikova, Marina, Burnham, Denis, Goswami, Usha
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/75369
Acceso en línea:http://hdl.handle.net/10810/75369
Access Level:acceso abierto
Palabra clave:amplitude rise time
auditory processing
dyslexia
developmental language disorder
phonological impairment
literacy
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spelling Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in InfancyKalashnikova, MarinaBurnham, DenisGoswami, Ushaamplitude rise timeauditory processingdyslexiadevelopmental language disorderphonological impairmentliteracyPublished on 19th September 2025.Background/Objectives: The Seeds of Literacy project has followed infants at family risk for dyslexia (FR group) and infants not at family risk (NFR group) since the age of 5 months, exploring whether infant measures of auditory sensitivity and phonological skills are related to later reading achievement. Here, we retrospectively assessed relations between infant performance on a rise time discrimination task with new pre-reading behavioural measures administered at 60 months. In addition, we re-classified dyslexia risk at 60 months and again assessed relations to rise time sensitivity. Participants were re-grouped using the pre-reading behavioural measures as either dyslexia risk at 60 months (60mDR) or no dyslexia risk (60mNDR). Methods: FR and NFR children (44 English-learning children) completed assessments of rise time discrimination at 10 and/or 60 months, phonological awareness, phonological memory, rapid automatised naming (RAN), letter knowledge, and language skills (receptive vocabulary and grammatical awareness). Results: Longitudinal analyses showed significant time-lagged correlations between rise time sensitivity at 10 months and both RAN and letter knowledge at 60 months. Rise time sensitivity at 60 months was significantly poorer in those children re-grouped as 60mDR, and rise time sensitivity was significantly related to concurrent phonological awareness, RAN, letter knowledge, and receptive vocabulary, but not to tests of grammatical awareness. Conclusions: The data support the view that children’s rise time sensitivity is significantly related to their pre-reading phonological abilities. These findings are discussed in terms of Temporal Sampling theory.This research was supported by the Australian Research Council grant DP110105123, ‘The SEEDS OF LITERACY in infancy: Empirical specification of the acoustic determinants of language acquisition’, to the 2nd and 3rd authors. The 1st author’s work is supported by the Basque Government through the BERC 2022–2025 program and by the Spanish State Research Agency through BCBL Severo Ochoa excellence accreditation CEX2020-001010/AEI/10.13039/501100011033 and a Ramon y Cajal research fellowship, RYC2018-024284-I.MDPI202520252025info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/75369reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/AEI/SEV-CEX2020-001010-S/info:eu-repo/grantAgreement/GV/BERC 2022–2025/info:eu-repo/grantAgreement/AEI/RYC2018-024284-I/https://www.mdpi.com/journal/brainsciinfo:eu-repo/semantics/openAccess© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).oai:addi.ehu.eus:10810/753692026-06-18T09:23:17Z
dc.title.none.fl_str_mv Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
title Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
spellingShingle Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
Kalashnikova, Marina
amplitude rise time
auditory processing
dyslexia
developmental language disorder
phonological impairment
literacy
title_short Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
title_full Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
title_fullStr Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
title_full_unstemmed Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
title_sort Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy
dc.creator.none.fl_str_mv Kalashnikova, Marina
Burnham, Denis
Goswami, Usha
author Kalashnikova, Marina
author_facet Kalashnikova, Marina
Burnham, Denis
Goswami, Usha
author_role author
author2 Burnham, Denis
Goswami, Usha
author2_role author
author
dc.subject.none.fl_str_mv amplitude rise time
auditory processing
dyslexia
developmental language disorder
phonological impairment
literacy
topic amplitude rise time
auditory processing
dyslexia
developmental language disorder
phonological impairment
literacy
description Published on 19th September 2025.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/75369
url http://hdl.handle.net/10810/75369
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/SEV-CEX2020-001010-S/
info:eu-repo/grantAgreement/GV/BERC 2022–2025/
info:eu-repo/grantAgreement/AEI/RYC2018-024284-I/
https://www.mdpi.com/journal/brainsci
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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