Auditory processing deficits in children with reading and language impairments: can they (and should they) be treated?

G. M. McArthur*, D. Ellis, C. M. Atkinson, M. Coltheart

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    72 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)946-977
    Number of pages32
    JournalCognition
    Volume107
    Issue number3
    DOIs
    Publication statusPublished - Jun 2008

    Keywords

    • specific reading disability
    • specific language impairment
    • auditory processing
    • speech processing
    • spoken language
    • training

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