Temporal Resolution Ability in Students with Dyslexia and Reading and Writing Disorders

Abstract

Introduction The Gaps-in-Noise (GIN) test assesses the hearing ability of temporal resolution. The development of this ability can be considered essential for learning how to read. Objective Identify temporal resolution in individuals diagnosed with reading and writing disorders compared with subjects with dyslexia. Methods A sample of 26 subjects of both genders, age 10 to 15 years, included 11 diagnosed with dyslexia and 15 diagnosed with reading and writing disorders. Subjects did not display otologic, neurologic, and/or cognitive diseases. A control group of 30 normal-hearing subjects was formed to compare thresholds and percentages obtained from the GIN test. The responses were obtained considering two measures of analysis: the threshold gap and the percentage of correct gap. Results The threshold was lower in the GIN for the typical group than for the other groups. There was no difference between groups with dyslexia and with reading and writing disorders. The GIN results of the typical group revealed a higher percentage of correct answer than in the other groups. No difference was obtained between the groups with dyslexia and with reading and writing disorders. Conclusion The GIN test identified a difficulty in auditory ability of temporal resolution in individuals with reading and writing disorders and in individuals with dyslexia in a similar way.

Aspectos temporais auditivos de crianças com mau desempenho escolar e fatores associados

“…This finding corroborates other studies that show that children with learning difficulties present changes in their temporal auditory processing (6,11,(20)(21)(22) . Parents reported a high number of behavioral manifestations, such as hyperactivity/inattention, conduct problems, peer relationship problems, and emotional symptoms.…”

“…According to the literature, temporal ordering and resolution abilities affect the perception and understanding of human speech, therefore constituting a prerequisite for language abilities (5) . A change in auditory perception can cause problems in the development of speech and language, as well as in the learning and socialization of children (6) . A longitudinal study conducted with 236 German children, who were monitored for twenty months, found that auditory temporal order thresholds have a causal influence on literacy development (7) .…”

“…In addition to issues related to auditory temporal processing, socioeconomic characteristics and social risks can exert great influence on the cognitive and language development of children (9) . Studies have shown that children with learning difficulties often present emotional, behavioral (10) , and temporal auditory impairments (6,11) . Thus this study aimed to investigate the auditory temporal aspects in children with poor school performance aged 7-12 years and their association with behavioral aspects, health perception, school and health profiles, and sociodemographic factors.…”

Ordenação temporal e competência leitora de palavras e pseudopalavras: estudo preliminar

“…Correlation between the Word-pseudoword Reading Competence (WPRC) test and SATO skills showed that most of the schoolchildren analyzed presented normal and adequate results, respectively, in both assessments. Despite the absence of statistical significance, this finding corroborates the literature (13) , because impairments in auditory processing are often associated with difficulties in reading, writing, and learning (2,9,(13)(14)(15) . To this extent, the present data reinforce the importance of the hearing-language interaction.…”

“…Temporal auditory processing is related to the ability to recognize, identify, and order acoustic stimuli during a given time, according to the order in which they were presented (6) . Based on the fact that this auditory ability is essential for speech and language comprehension, its inadequacy may reflect difficulties in spelling and coding/decoding both words and phrases (6)(7)(8)(9) .…”