Atypical

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Acronym

Atypical

Reference code

PID2022-139189NB-I00 / UV-INV_AE-2660591 / CIAICO/2022/223

Description

The Atypical project proposes to examine, through a longitudinal approach combined with initial and final experimental studies, the influence that auditory-visual integration during speech comprehension (narratives) has on the acquisition of reading and, in particular, on word decoding and reading comprehension in the developmental period from 5 to 8 years for students with hearing impairment (HI), autism spectrum disorder (ASD), and intellectual disability (ID).

These three groups have been selected because they all present deficits at various levels of oral language acquisition. Consequently, understanding the relationship between speech comprehension and reading acquisition is of interest for each of them. At the same time, they can serve as controls for each other, as the origin and developmental trajectories of oral language difficulties vary among them: social (ASD), sensory (HI), and intellectual (ID).

We will use both standardized tests and performance and eye movement measures (eye fixations on the speaker's face) in ad hoc experimental tasks of oral speech comprehension.

Objectives:

The 3 specific objectives are:

To analyze through eye movement measures how children aged 5 to 6 years with atypical language development (Hearing Impairment-HI, Autism Spectrum Disorder-ASD, and Intellectual Disability-ID) combine the information provided by the voice and lips (lip-face reading) during speech perception and comprehension;
To study through a longitudinal approach (from 5 to 8 years) the relationship between visual exploration of auditory and visual speech cues, the development of oral language (vocabulary and oral narratives), and written language (word reading and comprehension of written narratives) in each population; and
To study the audiovisual gain during speech comprehension under conditions of auditory signal deterioration (noise), also in each population at the age of 7-8 years.