Auditory processing limitations in low verbal children: evidence from a two-response dichotic listening task.

Abstract

Evidence for auditory processing limitations based on the use of two-response consonant-vowel (CV) dichotic listening tasks is reviewed. These studies show that low verbal children obtain fewer trials on which both items are correctly identified (double correct responses). A study is reported comparing a group of good and poor readers on the dichotic CV task. These data are then analyzed in terms of a normative model which attempts to show the effects of overall performance and guessing on double correct responses. It is concluded, in terms of the model, that the poor double correct performance of the poor readers is the direct result of poor auditory processing capacity.