The consonants-in-noise model predicts concurrent reading in school-aged children and reliably classifies externally diagnosed learning disability, being most effective at clearing children as unlikely to have an LD¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q3 · i3 large
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

Subclaims¶

q3 i3 In 55 school-aged children (ages 8–14), the model score predicted concurrent reading competence (r[53] = 0.430) and a range of literacy tests including phonological processing (r[53] = 0.474). → White-Schwoch T 2015 q3 i? Diagnostic groups (LD n = 26 vs. others) differed on predicted scores (F[1,53] = 14.541, p < .001), and discriminant analysis correctly classified 69.1% of cases; ROC analysis gave AUC = 0.756 for identifying children not in the reading-impaired group. → White-Schwoch T 2015 (2)

Evidence¶

White-Schwoch T 2015¶

White-Schwoch T, Woodruff Carr K, Thompson EC, Anderson S, Nicol T, Bradlow AR, et al. (2015) Auditory Processing in Noise: A Preschool Biomarker for Literacy. PLoS Biol 13(7): e1002196. https://doi.org/10.1371/journal.pbio.1002196

q3 · i3 · associational · r2

Experiment 4 applied the preschool-derived regression model to 55 school-aged children (ages 8–14, M = 10.82). Printed effect sizes include r = 0.474 (reported as r[53] = 0.474, p < .001) for phonological processing and r = 0.430 (r[53] = 0.430, p = .001) for reading competence; sight word reading (r[53] = 0.408), non-word reading (r[53] = 0.329), spelling, and oral reading efficiency were also predicted.

"In school-aged children, the neural coding of consonants in noise predicted concurrent reading competence (r[53] = 0.430, p = .001) and performance on a range of literacy tests including sight word reading (r[53] = 0.408, p = .002), non-word reading (r[53] = 0.329, p = .014)"

White-Schwoch T 2015 (2)¶

White-Schwoch T, Woodruff Carr K, Thompson EC, Anderson S, Nicol T, Bradlow AR, et al. (2015) Auditory Processing in Noise: A Preschool Biomarker for Literacy. PLoS Biol 13(7): e1002196. https://doi.org/10.1371/journal.pbio.1002196

q3 · i? · associational · r2

In Experiment 4, 26 children had an external LD diagnosis; groups differed on predicted scores (F[1,53] = 14.541, p < .001). Discriminant analysis classified 69.1% of cases correctly; ROC analysis (AUC = 0.756, 95% CI 0.627–0.885) showed the model excels at identifying children NOT in the reading-impaired group; no standardized effect size is printed for the group difference.

"the diagnostic groups differed on their predicted scores ( F[1,53] = 14.541, p < .001) and model predictions reliably classified children into diagnostic categories (discriminant function analysis: 69.1% of cases correctly classified, λ = 0.785, χ2 = 12.728, p < .001)"

Discussion¶

Related Claims¶

• A consonants-in-noise model derived in 4-year-olds generalizes to predict rapid naming and sentence memory in preschoolers, though not sentence memory in 3-year-olds — related
• Neural coding of consonants in noise strongly predicts phonological processing in 4-year-old pre-readers over and above demographic factors — related
• Preschool neurophysiological assessment predicts performance on phonological processing, rapid naming, sentence memory, sight word reading, spelling, and composite reading one year later — related
• Twenty participants aged 3 to 14 with varying disabilities all demonstrated literacy gains through shared story reading — related
• Use of consonantal context in vowel spelling develops gradually, emerging around age 8 and peaking around age 11 — related