Abstract
The information presented in this paper demonstrates the author’s experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last 10 years, auditory evoked potential (AEP) has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.
Highlights
In Brazil, approximately 60% of the children in fourth grades of elementary school do not have the necessary basic competences to learn to read and write, and approximately 20% of the children remain illiterate during this period (INEP, 2003)
The information presented in this paper demonstrates the author’s experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature
Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of auditory evoked potential (AEP) in this population
Summary
In Brazil, approximately 60% of the children in fourth grades of elementary school do not have the necessary basic competences to learn to read and write, and approximately 20% of the children remain illiterate during this period (INEP, 2003). Problems related to poor education, culture, physical or mental health, genetic or environmental reasons are generally associated with difficulties in the acquisition of scholar skills This scenario justifies the interest of health and education professional efforts to understand reading and writing disorders. Auditory potential in learning disabilities activities involved in the primary (recognition, discrimination, and figure-ground) and non-primary (selective attention, auditory sequence, and audio-visual integration) listening skills (Pratt, 2007; McPherson et al, 2008). Another AEP measurement, Long Latency Evoked Potentials or Cognitive Potentials-P300, is related to sensory and cognitive functions. This paper highlights the application of AEP in school children with reading and writing disorders
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