{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,27]],"date-time":"2026-02-27T05:09:18Z","timestamp":1772168958429,"version":"3.50.1"},"update-to":[{"DOI":"10.12688\/f1000research.21544.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2021,12,15]],"date-time":"2021-12-15T00:00:00Z","timestamp":1639526400000}}],"reference-count":48,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2021,12,15]],"date-time":"2021-12-15T00:00:00Z","timestamp":1639526400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["f1000research.com"],"crossmark-restriction":false},"short-container-title":["F1000Res"],"abstract":"\n Background:<\/ns3:bold>\n Children with reading disabilities (RD) exhibit difficulty in perceiving speech in background noise due to poor auditory stream segregation. There is a dearth of literature on measures of temporal fine structure sensitivity (TFS) and concurrent vowel perception abilities to assess auditory stream segregation in children with reading disabilities. Hence the present study compared temporal fine structure sensitivity (TFS) and concurrent vowel perception abilities between children with and without reading deficits.\n <\/ns3:p>\n \n Method:<\/ns3:bold>\n The present research consisted of a total number of 30 participants, 15 children with reading disabilities (RD) and fifteen typically developing (TD) children within the age range of 7-14 years and were designated as Group 1 and Group 2 respectively. Both groups were matched for age, grade, and classroom curricular instructions. The groups were evaluated for TFS and concurrent vowel perception abilities and the performance was compared using independent \u2018t\u2019 test and repeated measure ANOVA respectively.\n <\/ns3:p>\n \n Results:<\/ns3:bold>\n Results revealed that the children with RD performed significantly (p < 0.001) poorer than TD children on both TFS and concurrent vowel identification task. On concurrent vowel identification tasks, there was no significant interaction found between reading ability and F0 difference suggesting that the trend was similar in both the groups.\n <\/ns3:p>\n \n Conclusion:<\/ns3:bold>\n The study concludes that the children with RD show poor temporal fine structure sensitivity and concurrent vowel identification scores compared to age and grade matched TD children owing to poor auditory stream segregation in children with RD.\n <\/ns3:p>","DOI":"10.12688\/f1000research.21544.2","type":"journal-article","created":{"date-parts":[[2021,12,15]],"date-time":"2021-12-15T07:35:25Z","timestamp":1639553725000},"page":"1271","update-policy":"https:\/\/doi.org\/10.12688\/f1000research.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Comparison of temporal fine structure sensitivity and concurrent vowel perception between children with and without reading disability"],"prefix":"10.12688","volume":"9","author":[{"given":"Arivudainambi","family":"Pitchaimuthu","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Eshwari","family":"Ananth","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jayashree S","family":"Bhat","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1886-9532","authenticated-orcid":false,"given":"Somashekara","family":"Haralakatta Shivananjappa","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2560","published-online":{"date-parts":[[2021,12,15]]},"reference":[{"key":"ref-1","doi-asserted-by":"publisher","first-page":"337-47","DOI":"10.1044\/jshd.5104.337","article-title":"Toward an Understanding of Developmental Language and Reading Disorders.","volume":"51","author":"A 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Otolaryngol."}],"container-title":["F1000Research"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2\/pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2\/iparadigms","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,1,4]],"date-time":"2022-01-04T05:40:15Z","timestamp":1641274815000},"score":1,"resource":{"primary":{"URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,12,15]]},"references-count":48,"URL":"https:\/\/doi.org\/10.12688\/f1000research.21544.2","relation":{"has-review":[{"id-type":"doi","id":"10.5256\/f1000research.78081.r115346","asserted-by":"subject"},{"id-type":"doi","id":"10.5256\/f1000research.78081.r115346","asserted-by":"object"},{"id-type":"doi","id":"10.5256\/f1000research.78081.r115345","asserted-by":"object"}]},"ISSN":["2046-1402"],"issn-type":[{"value":"2046-1402","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,12,15]]},"assertion":[{"value":"Indexed","URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2#article-reports","order":0,"name":"referee-status","label":"Referee status","group":{"name":"current-referee-status","label":"Current Referee Status"}},{"value":"10.5256\/f1000research.23738.r75988, Jayakumar Thirunavukkarasu, Vijaya Kumar Narne, Associate Prof. in Speech Sciences, Department of Speech-Language Sciences, All India Institute of Speech and Hearing, Mysore, Karnataka, India, 08 Feb 2021, version 1, 3 approved with reservations","URL":"https:\/\/f1000research.com\/articles\/9-1271\/v1#referee-response-75988","order":0,"name":"referee-response-75988","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"Somashekara Haralakatta Shivananjappa<\/b>; \nPosted: 25 Nov 2021<\/i>; We thank the reviewers for the comments.  Following are the response to the reviewer's comments.  \nComment 1:<\/b> Introduction largely concentrates on studies from USA\/EU data, not much data from Indian. In our view, it is important as the phoneme-graphic correspondence is significantly different from English. Further, auditory processing impairment is correlated with VOT from western data. This cannot be directly implied for the same in the Indian population as VOT properties of Indians are very different. So, I feel that Introduction needs more specific to the population under study.                   \nResponse 1:<\/b> Thanks for the comment. The issue has been addressed in the response to the fifth comment. \nComment 2:<\/b> Are the results of the TFS-1-test reliable for the age range under study? because the TFS values are poor compare to the literature. From the description in the present study, it is difficult to understand if the results are reliable. Further, there is a published study cited or that available none adopted TFS-1 test many adopted TFS-LF. This needs to be clarified.                   \nResponse 2: <\/b>We do agree that the TFS values are poor compare to the literature. We would like to bring to the reviewer\u2019s notice that, the primary objective of the study is to compare the performance between the typically developing children and children with RD. The test was performed under the assumption that the difficulty level would be the same for both groups. Also, participants of both groups were underwent testing after the training with the task. We do agree with the reviewer that TFS-LF is another test to assess the temporal fine structure sensitivity. However, various studies have established that discrimination of harmonic complex and frequency-shifted in-harmonic complex (as in TFS1 test) can be used as a measure of TFS sensitivity. E.g., (Marmel et al., 2015; Moore & Sek, 2009; Moore & S\u0119k, 2011).                      \nResponse 3: <\/b>Incorporated. Page No. 3 (Line no. 2-6) \nComment 3: <\/b>The concurrent vowel identification task looks simple discrimination task, and it is far from auditory stream segregation. The author needs to provide evidence that such a task is considered as auditory stream segregation.                  \nResponse 3: <\/b>Various studies(Cheveigne\u0301, 1997; Chintanpalli et al., 2016; Settibhaktini et al., 2021; Settibhaktini & Chintanpalli, 2020; Smith et al., 2018) have indicated that F0 guided segregation as a mechanism behind concurrent vowel perception. Hence in the current study, concurrent vowel identification task is used as a measure of concurrent sound segregation. Each vowel acts as an interferer for the other vowel, thereby increasing the perceptual difficulty. For the optimal identification, the target vowel should be segregated from the noise for which the F0 difference is one of the potential cues. \nComment 4: <\/b>Introduction-Para-1: Authors provide the % of RD from the western population. It would be more appropriate if they provide the same from the Indian population.                  \nResponse 4: <\/b>Incorporated. Page No. 3 (Line no. 2-6) \nComment 5: <\/b>Introduction-Para-1: Impaired phoneme-grapheme correspondence impairment varies largely with Language. As English is complicated with reference to phoneme-grapheme correspondence, compare to Indian languages.                  \nResponse 5: <\/b>The languages vary depending upon the orthographic transparency and consistency. The alphabetic language such as English is less transparent and inconsistent because one grapheme (alphabet) can correspond with many phonemic realizations. In contrast, alphasyllabary languages are more transparent and consistent, because one grapheme (Akshara) corresponds to single-syllable most of the time. To be specific, the primary mapping of phonology in Kannada is at the level of the orthographic syllable (syllabic) but the symbols of the language also embody phoneme markers (hence alphasyllabic). Children with dyslexia in alphasyllabary languages exhibit primary deficits in the acquisition of Akshara knowledge besides phonological awareness deficits at the syllable level. Hence, the basic word decoding is universal across all the languages, where the sounding out requires the conversion of the written symbol (grapheme) with the corresponding linguistic unit (phoneme or syllable), which necessitates both phonological and orthographic processing. \nComment 6: <\/b>Method-TSF-test: Did the authors adopted the procedure developed by Prof. Moore or they used software developed by them. It is not clear from the description.                 \nResponse 6: <\/b>The TFS-test developed by Prof. Moore was not used in the current study. However, a similar test was adopted. The procedure used in the current study was similar to the test developed by Prof. Moore, except for the background noise. Pink noise was used to prevent the audibility of combination tone and spectral cues, instead of TEN noise. The correction is incorporated in the revised manuscript.  ","URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2#referee-comment-7496","order":1,"name":"referee-comment-7496","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.23738.r84193, Prashanth Prabhu P, Department of Audiology, All India Institute of Speech and Hearing, Mysuru, India, 24 May 2021, version 1, 3 approved with reservations","URL":"https:\/\/f1000research.com\/articles\/9-1271\/v1#referee-response-84193","order":2,"name":"referee-response-84193","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"Somashekara Haralakatta Shivananjappa<\/b>; \nPosted: 25 Nov 2021<\/i>; We thank the reviewer for the comments.  Following are the responses to the reviewer's comments.  \nComment 1:<\/b> The authors should clarify the difference between dyslexia and reading disability (RD) as the authors use RD throughout the manuscript. \nResponse 1: <\/b>Incorporated in the first paragraph of the introduction.  Page No. 3 (Line no. 4-9) \nComment 2: <\/b>It is not clear how writing difficulties, cognitive delays, auditory processing disorder was ruled out in the participants. This is important as it can affect the test results. \nResponse 2: <\/b>The present study concentrated on children with reading disabilities alone, hence no writing difficulties were not assessed. Children from both groups belong to schools for typically developing children and had age-appropriate language skills according to Linguistic Profile Test (LPT). Since the study aimed to assess auditory processing skills of children with RD in comparison with typically developing children using TFS and concurrent vowel identification, the auditory processing was not separately assessed. \nComment 3: <\/b>How did the authors decide that the participants did not have any gross otologic and neurologic deficits? \nResponse 3: <\/b>All the children were evaluated for hearing sensitivity using pure tone audiometry. The parental interview was conducted to determine the history of otological diseases and neurological deficits. \nComment 4:<\/b> Which test was used to determine the normality of the data? \nResponse 4: <\/b>Shapiro-Wilk was used to determine the normality of the data. \nComment 5: <\/b>The authors carried out repeated measures ANOVA and post hoc comparisons. The results of post-hoc comparisons are missing. The subsequent discussion on the same should be added\n. Response 5: <\/b>ANOVA with repeated measures revealed a significant main effect of reading ability on CVI scores. Also, the effect of f0 difference was significant. Nevertheless, the interaction between reading ability and F0 difference was not significant. Therefore, the follow-up pair-wise comparison was not performed, as the primary objective of the study was to investigate the effect of reading ability on CVI. However, to comply with the reviewers\u2019 suggestion, we have now performed an independent sample \u2018t\u2019 test to assess the effect of reading ability on CVI at each F0 difference condition. The findings are mentioned in the results section. Page No.8 (Line no. 1-5), and Page No. 9 (Line no.13 -23). \nComment 6:<\/b>The authors also report that they carried out \u2018Pearson correlation co-efficient to know the association between the performance of TFSI with concurrent vowel identification abilities among RD and TD\u2019. However, the results of the above are completely missing. \nResponse 6: <\/b>Thanks for pointing out the typological error, and the sentence has been removed from the manuscript. Page No. 6 (Line No. 38-40). \nComment 7: <\/b>The major content in the last paragraph is a repetition of the results which is not necessary \nResponse: <\/b>Incorporated. \nComment 8: <\/b>Discussion should be further strengthened on reasons for poor performance and its clinical implications. \nResponse 8: <\/b>Incorporated. Page No. 8 (Line No. 29-34). \nComment 9: <\/b>Limitations of the study should be addressed. \nResponse 9: <\/b>Incorporated. Page No.8 (Line No. 35-38)","URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2#referee-comment-7497","order":3,"name":"referee-comment-7497","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.78081.r115346, Ramesh Kaipa, Department of Communication Sciences and Disorders, Oklahoma State University, Stillwater, OK, USA, 04 Jan 2022, version 2, indexed","URL":"https:\/\/f1000research.com\/articles\/9-1271\/v2#referee-response-115346","order":4,"name":"referee-response-115346","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"The author(s) declared that no grants were involved in supporting this work","order":5,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}