View in EDS

Auditory Processing Deficits in Children with Reading and Language Impairments: Can They (and Should They) Be Treated?

Saved in:
Bibliographic Details
Title: Auditory Processing Deficits in Children with Reading and Language Impairments: Can They (and Should They) Be Treated?
Language: English
Authors: McArthur, G. M., Ellis, D., Atkinson, C. M.
Source: Cognition. Jun 2008 107(3):946-977.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 32
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Descriptors: Control Groups, Spelling, Speech, Vowels, Oral Language, Language Impairments, Language Skills, Trainees, Reading Difficulties, Language Processing, Auditory Stimuli, Children, Outcomes of Treatment
DOI: 10.1016/j.cognition.2007.12.005
ISSN: 0010-0277
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.
Abstractor: Author
Entry Date: 2008
Accession Number: EJ792592
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ792592
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Auditory Processing Deficits in Children with Reading and Language Impairments: Can They (and Should They) Be Treated?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McArthur%2C+G%2E+M%2E%22">McArthur, G. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Ellis%2C+D%2E%22">Ellis, D.</searchLink><br /><searchLink fieldCode="AR" term="%22Atkinson%2C+C%2E+M%2E%22">Atkinson, C. M.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Cognition%22"><i>Cognition</i></searchLink>. Jun 2008 107(3):946-977.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 32
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2008
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Vowels%22">Vowels</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Trainees%22">Trainees</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Treatment%22">Outcomes of Treatment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1016/j.cognition.2007.12.005
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0010-0277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2008
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ792592
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ792592
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.cognition.2007.12.005
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 946
    Subjects:
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Speech
        Type: general
      – SubjectFull: Vowels
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Trainees
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Language Processing
        Type: general
      – SubjectFull: Auditory Stimuli
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Outcomes of Treatment
        Type: general
    Titles:
      – TitleFull: Auditory Processing Deficits in Children with Reading and Language Impairments: Can They (and Should They) Be Treated?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McArthur, G. M.
      – PersonEntity:
          Name:
            NameFull: Ellis, D.
      – PersonEntity:
          Name:
            NameFull: Atkinson, C. M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2008
          Identifiers:
            – Type: issn-print
              Value: 0010-0277
          Numbering:
            – Type: volume
              Value: 107
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Cognition
              Type: main
ResultId 1