Effect of intensive training on auditory processing and reading skills

This study assessed the ability of seven children to accurately judge relative durations of auditory and visual stimuli before and after participation in a language remediation program. The goal of the intervention program is to improve the children’s ability to detect and identify rapidly changing...

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Bibliographic Details
Published in:Brain and language 2004, Vol.88 (1), p.21-25
Main Authors: Agnew, John A., Dorn, Courtney, Eden, Guinevere F.
Format: Article
Language:English
Subjects:
Auditory Perception
Auditory Stimuli
Awareness
Biological and medical sciences
Child
Child Language
Children
Dyslexia
Dyslexia - therapy
Female
Humans
Judgment
Language
Language Impairments
Male
Medical sciences
Phonetics
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reading
Reading Skills
Remedial Instruction
Remedial Teaching - methods
Remediation
Special education. Orthophony
Specific language impairment
Speech Perception - physiology
Temporal processing
Training
Treatments
Visual Perception - physiology
Visual Stimuli
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Summary:This study assessed the ability of seven children to accurately judge relative durations of auditory and visual stimuli before and after participation in a language remediation program. The goal of the intervention program is to improve the children’s ability to detect and identify rapidly changing auditory stimuli, and thereby improve their language-related skills. Children showed improved accuracy on a test of auditory duration judgement following the intervention without analogous improvements in the visual domain, supporting the assertion that intensive training with modified speech improves auditory temporal discrimination. However, these improvements did not generalize to reading skills, as assessed by standard measures of phonological awareness and non-word reading.
ISSN:0093-934X
1090-2155
DOI:10.1016/S0093-934X(03)00157-3