TEMPORAL PROCESSING DISORDER IN CHILDREN WITH LEARNING DIFFICULTIES (Synopsis of Foreign Peer-Reviewed Journals)
The article gives a review of foreign research on the impact of temporal processing on successful academic performance. It is shown that decrease in speed of temporal processing is quite a common deficit which can be found in children with different learning difficulties. This deficit can relate to information from visual as well as auditory modalities. A number of articles demonstrate a key role of sensory information processing disorders in reading and writing, as the process of mastering writing skills requires an ability to quickly encode phonemes to graphemes. If the brain is unable to distinguish between phonemes in auditory perception, a child has to draw on guesses and logics. This way leads to a wide range of mistakes, and is counterproductive and tiring. Temporal auditory processing disorder in most children can be detected not only at the level of phonemes but with non-verbal sounds. It was hypothesized that a more accurate term for disruptions in the process of mastering writing skills, which is usually called dyslexia, is dyschronia. Temporal processing disorders are linked to a possible deficit in functioning of magnocellular system, cerebellum, brainstem and the left hemisphere. The ability of the brain to process information in milliseconds about parameters of alternating events is important for learning, as well as for completing everyday activities. Psychophysiological mechanisms of temporal processing of sensory information need further research. Received data will allow to detect at-risk children before they have learning difficulties at school. Sensitivity to auditory and visual stimuli dynamics is a predictor of successful mastering reading and writing skills.