Comodulation masking release effect in children with and without dyslexia

Abstract

<p class="abstract"><strong>Background:</strong> Speech recognition in a modulating noise background can be facilitated by a process attributable to comodulation masking release (CMR). CMR is usually assumed to depend on comparisons of the outputs of different auditory filters. There was an immense importance to study to find the CMR effect in children with and without dyslexia.</p><p class="abstract"><strong>Methods:</strong> The study was to find the CMR effect in children with and without dyslexia. The current research was carried out through five steps i.e. auditory attention task stimuli preparation, auditory performance test, CMR stimuli preparation, CMR task and statistical analysis. Through these processes for measuring the CMR was done for the children with and without dyslexia. All the data were tabulated and statistically computed for the analysis of the data. SPSS software version 16 was used for the statistical analysis of the data. </p><p class="abstract"><strong>Results:</strong> Independent t-test was used for the statistical analysis while the comparison between groups. Paired t- test was used for the statistical analysis while the comparison within the group at 95% confidence interval. These results indicated that the amount effect of CMR is greater in children with dyslexia. There was not a significant difference of CMR between the children with and without dyslexia to the effect of CMR was not significantly different between the ears in children without dyslexia and with dyslexia.</p><p class="abstract"><strong>Conclusions:</strong> The present study indicates that children with dyslexia have selective inability to use the temporal and spectral cues necessary for signal extraction in CMR.</p>