BACKGROUND: Auditory processing disorders and difficulties in reading and spelling. AIM: To analyze the answers presented by children with reading and spelling disorders in a simplified auditory processing test and in a four sequential syllables memory test. METHOD: Participants of this study were 9 children who attended a special program at school, with no hearing impairments and with no history of neurologic and/or psyquiatric disorders. RESULTS: A significant relation was found between reading and spelling difficulties, and failing in the four sequential syllable memory test and instrumental sounds tasks, demonstrating that these tasks were efficient in detecting this type of difficulties. CONCLUSION: A relation exists between auditory processing and reading and spelling difficulties.
BACKGROUND: Auditory processing disorders and difficulties in reading and spelling. AIM: To analyze the answers presented by children with reading and spelling disorders in a simplified auditory processing test and in a four sequential syllables memory test. METHOD:Participants of this study were 9 children who attended a special program at school, with no hearing impairments and with no history of neurologic and/or psyquiatric disorders. RESULTS: A significant relation was found between reading and spelling difficulties, and failing in the four sequential syllable memory test and instrumental sounds tasks, demonstrating that these tasks were efficient in detecting this type of difficulties. CONCLUSION: A relation exists between auditory processing and reading and spelling difficulties.
Authors: Mirian Aratangy Arnaut; Caroline Vieira Agostinho; Liliane Desgualdo Pereira; Luc Louis Maurice Weckx; Clara Regina Brandão de Avila Journal: Braz J Otorhinolaryngol Date: 2011-06