Auditory Processing Deficits in Children with Reading and Language Impairments: Can They (and Should They) Be Treated?

Autor/inn/en	McArthur, G. M.; Ellis, D.; Atkinson, C. M.; Coltheart, M.
Titel	Auditory Processing Deficits in Children with Reading and Language Impairments: Can They (and Should They) Be Treated?
Quelle	In: Cognition, 107 (2008) 3, S.946-977 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2007.12.005
Schlagwörter	Control Groups; Spelling; Speech; Vowels; Oral Language; Language Impairments; Language Skills; Trainees; Reading Difficulties; Language Processing; Auditory Stimuli; Children; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Schreibweise; Speaking; Sprechen; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Sprachkompetenz; Auszubildender; Weibliche Auszubildende; Reading difficulty; Leseschwierigkeit; Sprachverarbeitung; Auditive Stimulation; Child; Kind; Kinder
Abstract	Sixty-five children with specific reading disability (SRD), 25 children with specific language impairment (SLI), and 37 age-matched controls were tested for their frequency discrimination, rapid auditory processing, vowel discrimination, and consonant-vowel discrimination. Subgroups of children with SRD or SLI produced abnormal frequency discrimination (42%), rapid auditory processing (12%), vowel discrimination (23%), or consonant-vowel discrimination (18%) thresholds for their age. Twenty-eight of these children trained on a programme that targeted their specific auditory processing deficit for 6 weeks. Twenty-five of these 28 trainees produced normal thresholds for their targeted processing skill after training. These gains were not explained by gains in auditory attention, in the ability to do psychophysical tasks in general, or by test-retest effects. The 25 successful trainees also produced significantly higher scores on spoken language and spelling tests after training. However, an untrained control group showed test-retest effects on the same tests. These results suggest that auditory processing deficits can be treated successfully in children with SRD and SLI but that this does not help them acquire new reading, spelling, or spoken language skills. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10