OBJETIVO: Comparar o desempenho de crianças com dislexia e grupo controle em testes de processamento auditivo e P300. MÉTODOS: Vinte e dois indivíduos com dislexia (grupo estudo) e 16 indivíduos com desenvolvimento considerado típico (grupo controle) participaram do estudo. Todos os indivíduos foram submetidos aos testes de processamento auditivo (Teste Padrão de Frequência, Dicótico de Dígitos e Fala com Ruído) e o P300. RESULTADOS: Em relação aos testes comportamentais, houve diferença para o Teste Padrão de Frequência e para a orelha esquerda no Teste Dicótico de Dígitos, sendo que o grupo estudo apresentou pior desempenho em ambos os testes. Para o P300, houve diferença entre os grupos em relação aos valores absolutos de amplitude e latência, mas esta não foi significativa. CONCLUSÃO: Os achados sugerem que crianças com dislexia apresentam alteração das habilidades auditivas de processamento temporal e figura-fundo, o que foi evidenciado por meio de testes comportamentais de processamento auditivo. Não houve diferença em relação aos desempenhos de ambos os grupos para o P300.

the ADHD group presented a poorer performance in all tests when compared to the dyslexic and control groups. This result suggests a relationship between attention and hearing abilities.

Dyslexic children demonstrated poorer results in all tests when compared to their controls. However, there was no definitive evidence that their poor performance on the auditory temporal processing tests was directly related to their phonological awareness skills, or even to their reading skills.

Objective: To analyze the effect of nonverbal auditory training on reading and phonological awareness tasks in children with dyslexia and the effect of age in relation to post-training learning considering the ages from 7 to 14. Methods: In experiment 1, one group with dyslexia (total = 12) was trained and compared with a group of untrained dyslexic subjects (total = 28). In experiment 2, the performance of the trained dyslexic group (total = 18) was compared at three different moments: 2 months before, at the beginning, and at the end of training. Training was carried out for 2 months using a computer program responsible for training discrimination skills. Results: The group receiving nonverbal auditory training demonstrated significant improvements (mainly for the group from 7 to 10 years old), not only in the nonverbal auditory skills trained (p < 0.001), but also in phonological awareness syllable tasks (synthesis, segmentation, manipulation and syllable transposition) in experiment 1 (p < 0.003), and phonemic tasks (p < 0.001) and text reading (p < 0.001) in experiment 2. Conclusion: The results suggest a link between verbal and nonverbal skills, in addition to corroborating studies regarding the existence of a critical learning period.