Can emphasis on temporal processing inform literacy intervention design?

The aim of this minireview is to explore the relationship between auditory (AP) and phonological processing and to probe potential ‘cascade effects’ on literacy development. The overall purpose of this study is to specify auditory deficits in language and literacy outcomes to inform intervention. Important underpinnings of language and literacy development and characteristics of AP, phonological processing, and phonological awareness in children with literacy disorders in light of auditory processing skills. Children with language and literacy impairments experience difficulties processing temporal and/or spectral changes in acoustic stimuli resulting from atypical neural synchronization. On a behavioural level, studies have revealed a relationship between temporal processing skills (e.g., rise time discrimination, frequency modulation sensitivity) and literacy development. While research remains inconclusive on intervention efficacy centred on auditory processing, this review serves as the stepping stone for investigating intervention methods focused specifically on temporal processing. Frameworks associated with literacy deficits and interventions may benefit from auditory modality-specific assessment and interventions.