{'fraction_non_alphanumeric': 0.015957446808510637, 'fraction_numerical': 0.00911854103343465, 'mean_word_length': 5.895287958115183, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An auditory temporal processing deficit in children with dyslexia

Developmental dyslexia is characterised by serious reading and spelling problems that are persistent and resistant to the usual didactic measures and remedial efforts (GersonsWolfensberger & Ruijssenaars, 1997). However, a lot of research has shown that problems of individuals with dyslexia extend beyond the domain of written language and affect their performance on tasks that require phonological processing (see Snowling, 2000 for a review). It is therefore widely acknowledged that in cognitive terms, individuals with dyslexia have a phonological deficit, which is causal to their reading and spelling difficulties. Investigation into the underlying neurological dysfunction of dyslexia suggests these phonological problems result from a more fundamental deficit in the basic perceptual mechanisms responsible for auditory temporal processing. This hypothesis was put forward by Tallal (1980), who found that children with dyslexia, in comparison to normal readers, were impaired in discriminating and sequencing acoustic stimuli that are brief and occur in rapid succession. This impairment was supposed to apply to both non-linguistic and linguistic auditory stimuli and have particular impact on the perception of syllables containing stop